Program SLOs

Program student learning outcomes (SLOs) are specific, measurable, attainable, result-driven, and time-bound goals that describe what students in a program will know, be able to do, and/or value by the completion of the program.

Program SLOs specify learning outcomes for entire programs. They differ from the Course SLOs because program SLOs address learning outcomes for all students and all courses involved in the program. Course SLOs should align/be consistent with the program SLOs.

To build and evaluate SLOs, it is helpful to use the SMART framework:

  1. S pecific: WHAT will the students do, learn, and/or value.
  2. M easurable: The result can be observed and measured
  3. A ttainable but Aggressive:  The results can be realistically achieved by students in a defined time frame
  4. R esult-driven: There is a clearly communicated result 
  5. Time-Bound : The time frame for achieving the result is given

The best practice is to include the action verbs from the upper levels of Bloom’s Taxonomy.

A template for creating SLOs can be found here.


Please see below the program SLO examples with assessment methods (from 2019-2020 Assessment Reports).

The complete list of the program SLOs for all can be found here.

 

DANC-BA/Minor 

#

Outcome

Assessment Method

2

Students will demonstrate an understanding of basic themes and significant events in dance history and application to society, specific to the course in which they are enrolled. Eighty- five percent of students will receive "proficient" or higher on corresponding rubrics.

Measure 1: Students will be assessed on their understanding of dance history and its application to society through graded essays.
Performance target: Eighty-five percent of students who submit an essay will receive "proficient" or higher on "understanding history and articulating its importance in society" on the essay rubric.

Measure 2: Students will be assessed on their understanding and analysis of a live dance performance.
Performance target: Eighty-five percent of students who submit a written performance review will receive a "proficient" or higher on "analyzing live dance performance" on the paper rubric.

Strategies implemented based on 2017-2018:

•   Transitioned from pre/post-test to an evaluation of an essay

•   Developed stronger rubric to use on graded essays

 

 

Economics BS/Minor

#

Outcome

Assessment Method

2

Students will demonstrate the ability to draw insights about economic behavior from the application of mathematical tools.

Students in ECON 317, 318 and 419 will be given problems requiring the application of mathematical tools to economics.

Measure 2.1 Graphical Analysis - Intermediate Microeconomics Question.
Performance Target: 75% of enrolled students will provide a satisfactory answer

Measure 2.2 Graphical Analysis - Intermediate Macroeconomics Question
Performance Target: 75% of enrolled students will provide a satisfactory answer

Measure   2.3  Statistical  Analysis   -  Introduction   to Econometrics  Question
Performance Target: 70% of enrolled students will provide a satisfactory answer


 

Elementary Education BS:

#

Outcome

Assessment Method

1

Teacher candidates demonstrate a variety of professionalism skills.

Measure 1: Teacher candidates enrolled in EDEE 382 will complete a “Teacher as a Professional paper.” 
Performance Target: 85% of teacher candidates will "meet" and "exceed" target on the “Teacher as a Professional” Paper.

Measure 2: Teacher candidates enrolled in EDEE 457 will demonstrate professionalism skill as evaluated on the NIET Professional Skills Correlated Standards. (see attached rubric)
Performance Target: 85% of teacher candidates will "meet" or "exceed" target  on the NIET Professional Skills Correlated Standards.



 

History BA/Minor

#

Outcome

Assessment Method

2

Students will construct organized, clear, and coherent oral and written arguments that deal with historical questions following the conventional writing methods of the historical profession and appropriately employing consistent citation methods.

Measure 1: The department assessment committee will assess all (100%) final projects produced for HIST 299 (department methods class) in the 2019 calendar year using the "organization" section of the department assessment rubric (attached).
Performance Target: 70% of projects assessed will be "highly competent" or "competent" in organization.

Measure 2: The department assessment committee will assess all (100%) final projects for HIST 299 using the "style & mechanics" section of the department assessment rubric.
Performance Target: 70% of projects assessed will be "highly competent" or "competent" in style and mechanics.

Measure 3: The department assessment committee will assess all (100%) senior capstone papers (senior research seminar, senior paper, bachelor's essay) submitted for the 2019 calendar year using the "organization" section of the department assessment rubric.
P
erformance Target: 80% of papers assessed will be "highly competent" or "competent" in organization.

Measure 4: The department assessment committee will assess all (100%) senior capstone papers using the "style & mechanics" section of the department assessment rubric.
Performance Target: 80% of papers assessed will be "highly competent" or  "competent" in style and mechanics.



 

Jewish Studies BA/minor   

#

Outcome

Assessment Method

2

Students will demonstrate the ability to read texts and critically assess their significance for the Jewish tradition.

Measure 2.1 : A short textual analysis paper assignment in a 300-level course. Performance Target: 100% of students should meet or exceed expectations on all dimensions of the “Reading and Analysis” section of the Textual Analysis rubric.

Measure 2.2 : Research papers in JWST 400 or 499, one of which is now required for the major.
Performance Target: 100% of students should meet or exceed expectations on all  dimensions of the “Reading and Analysis” section of the Research Essay rubric.

   

 

Biomedical Physics Minor:

#

Outcome

Assessment Method

3

Students will apply their computational skills to model biophysical processes.

Measure 3.1: At least 75% of students will score 75% or higher on computational problems related to biological processes as measured by the homework assignments administered in the only core curse of the minor that covers computational modeling of biophysical processes - BIOL 396/PHYS 396 (Biophysical Modeling of Excitable Cells). Examples of computational problems from homework assignments administered in BIOL 396/PHYS 396 are attached. Performance Target: set based on assessment results from 2016-2017 assessment.

Measure 3.2: At least 70% of students will score 70% or higher on on computational problems related to biological processes as measured by the tests administered in the only core curse of the minor that covers computational modeling of biophysical processes - BIOL 396/PHYS 396 (Biophysical Modeling of Excitable Cells).
Performance Target: set based on assessment results from 2016-2017

assessment.