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ENGINEERING

College Learning Outcomes:

  1. Written, Oral and Visual Communication: Communicate effectively in writing, orally and/or visually using traditional and/or modern information resources and supporting technology.
  2. Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in order to then analyze, interpret or evaluate it using mathematical skills and/or the scientific method.
  3. Critical Thinking: Differentiate between facts, influences, opinions, and assumptions to reach reasoned and supportable conclusions.
  4. Problem Solving: Recognize and identify the components of a problem or issue, look at it from multiple perspectives and investigate ways to resolve it.
  5. Information Literacy: Formulate strategies to locate, evaluate and apply information from a variety of sources - print and/or electronic.

Attachments:

Pdf of what each course fulfills:
Bloom's Taxonomy:

SEE BELOW FOR COURSE OUTLINE SLOs ATTACHMENT.


DON'T FORGET TO SAVE!!!

First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to to each of your classes in the matrix as follows:
CLASS NAME
Effective
Communication

Scientific or
Quantitative
Reasoning

Critical
Thinking

Problem
Solving

Information
Literacy



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NOTE: WHEN YOU HAVE SETTLED ON DISCIPLINE LEVEL SLOS ON THE PREVIOUS PAGE, YOU MIGHT WANT TO COPY AND PASTE THEM HERE FOR EASY REFERENCE:

DON'T FORGET TO SAVE!!!

SLOs from the course outlines:

Attached you will find the SLOs and Critical Thinking entries from your course outlines which are in the binders in the OIM office, HC 123. These were all scanned and made into pdf files last summer. Some of the recently approved outlines from the last year, may not have been scanned yet. I've tried to make note where I knew this to be the case. In any case, if you find that your SLOs are from outlines before 2003, you will find that what is there is written from the teacher's perspective - ie; what the teaching objectives are. This is different from a Student Learning Outcome - which is centered on what students will be able to DO with what you have taught them. If your outlines are more than 5 years old, you may be hearing from the curriculum committee about updating or deleting outdated courses.

SLOs in the attachment may just go in order of the course numbers. In programs with broad offerings, I've tried to group courses that seem to be part of a sequence together.

Please look over what is here and discuss with your colleagues (in meetings or on the discussion tab for this page) any of the following:
  • Do you need to rewrite old objectives to be SLOs?
  • Do SLOs of sequenced courses show a development of skills?
  • Are they broad in scope rather than too specific (like objectives)?
  • Do they need to be re-written, shortened?
  • If so, are the new outcomes you write assessable?
  • Do they ask for a synthesis of discrete skills (rather than a list of the discrete skills themselves)?
  • Do these SLOs relate to the College Learning Outcomes above?

If you re-write them, please enter new version here (and consider updating your course outline).
SLO template (with an example from history) to use for those courses you assess in any particular semester:


Second, in the space below or on the attached template:
  • Please explain when students are assessed and who interprets the results.
  • Make a projection of what percentage of students you would like to have succeed in a particular outcome or how much improvement you hope to see.
  • Consider ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
  • Keep this for your records and write up the results of the assessment in terms of broad percentages across the discipline or across several sections of the same course. Were you able to meet the goals? What can you do to improve? What should you keep doing? What do you need to make the success rate higher? This is what you will enter into the annual program review SLO section.

Notes:
Use the discussion tab to discuss ways to measure these SLOs. When you have agreed on something, please write it below.
If I've missed something or made a mistake, please correct it and make a note.