Learning Outcomes & Curriculum Maps

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Learning Outcomes & Curriculum Maps"

Transcription

1 Learning Outcomes & Curriculum Maps Presented by the Assessment Office Today s Agenda 1) Introductions 2) Student learning outcomes Small group activities 3) Curriculum maps Small group activities 4) Wrap up Reflect Q&A Evaluate Workshop Outcomes At the end of the workshop, participants can: 1 Summarize the role of learning outcomes and curriculum maps in program assessment. 2 Write good learning outcomes. 3 Create a curriculum map. Page 1 of 17

2 Assessment Cycle Learning Outcomes Action plan for change Institution, College, & Program Goals Learning Processes (curriculum map) Assessment Results Assessment Process STUDENT LEARNING OUTCOMES Role of Student Learning Outcomes Help students learn more effectively Shift focus from what s delivered to what students learn Address the central aspects of the discipline Create a cohesive curriculum Collaborative discussions among faculty Help faculty design courses, curriculum, and programs Page 2 of 17

3 Example: Good Student Learning Outcome emphasis on student { observable, action verbs { Students can compare and contrast learning statement { major perspectives of psychology. The Good, the Bad, & the Ugly Good Bad Ugly Students can describe leadership styles and predict their effectiveness in different circumstances. Students have effective interpersonal and leadership skills. Faculty include a unit on leadership styles in at least one of their courses each semester. The Good, the Bad, & the Ugly Good Bad Ugly Students can explain economic institutions such as the Federal Reserve, stock markets, and financial intermediaries. Students understand the major theoretical approaches for explaining economic phenomena. Faculty members conduct research and publish articles related to economic phenomena. Page 3 of 17

4 Good Outcomes Have Active Verbs Target Knowledge Comprehension Application Analysis Synthesis Evaluation Possible Verbs cite, define, describe, identify, indicate arrange, classify, convert, describe apply, change, compute, construct break down, calculate, contrast, solve organize, modify, construct, assemble contrast, explain, justify, interpret Program Learning Outcome Checklist 1. Action verbs describe what students should represent, demonstrate, or do 2. Assessable (quantitatively and/or qualitatively) 3. Collaboratively authored and collectively accepted 4. Maps to learning processes, curriculum, and cocurriculum 5. Aligns with program goals 6. Incorporates or adapts professional organizations outcome statements when they exist Adapted from P. Maki, Assessing for Learning Your Turn... Groups of 4 (or 3) Create 2 student learning outcomes for the topic on the next slide. Each outcome should address a different level of learning: Knowledge Comprehension Application Analysis Synthesis Evaluation Use the action verb list Page 4 of 17

5 The Pledge of Allegiance Activity adapted from Gretchen Trkay, University of Texas at Arlington Check In Share your groups outcomes Good, bad, or ugly? From Outcome to Assessment Outcome Students can interpret the meaning of the Pledge of Allegiance for their generation Learning Process Students write and perform a short play Datacollection Videotape performance Evaluate Apply a rubric to judge quality of interpretation Page 5 of 17

6 Connect: Outcomes Learning Outcome Learning Process Assessment What learning process (activity) will contribute to students mastery of the outcome? Example Outcome: Students can list the Presidents of the United States from Learning process: Read. Students read the list provided on the whitehouse.gov website. EAMPLES OF LEARNING PROCESSES Reading Presenting Service learning Listening Teaching peers Interning Watching a video Tutoring Role playing Watching a live demonstration Creating a concept map Doing a case study Brainstorming Completing a puzzle Performing Discussing (in person or online) Writing a poem, analogy, or metaphor Writing & singing a song Solving problems Creating a comic book Completing a worksheet Drawing Doing an experiment Debating Writing Creating a website Gaming Interviewing Creating a flowchart Creating puppet show Story telling Thinking aloud Researching in the field Connect: Outcomes Assessment Outcome Learning Process Assessment How can the outcome be assessed quantitatively or qualitatively? Example Outcome: Students can list the Presidents of the United States from Assessment process: Embedded exam. Students take an exam in which they are asked to list the Presidents and years in office. Page 6 of 17

7 Assessment Process: Data Collection See handout Your Turn Choose one of your group s outcomes. 2. Choose a learning process that will contribute to students mastery of that outcome. 3. Choose an appropriate data-collection method that will allow the outcome to be assessed. Write down your group s responses and get ready to share. Check In Share Outcome Learning process Data-collection method Page 7 of 17

8 CURRICULUM MAPS Role of Curriculum Maps Aligns instruction with learning outcomes Documents learning process: what is taught, how, and when Reveals gaps in the curriculum Helps design an assessment plan Improves communication Improves program coherence Encourages reflective practice Example: Good Curriculum Map Requirements CRS 101 CRS 151 CRS 240 CRS 290 Program Outcome 1 Introduced Program Outcome 2 Introduced Reinforced/Practiced Program Outcome 3 Introduced CRS 301 Reinforced/Practiced Reinforced/Practiced CRS 302 Reinforced/Practiced Reinforced/Practiced CRS 430 CRS 480 CRS 490 Exit interview Mastered & assessed Reinforced/Practiced Mastered & assessed Mastered & assessed Assessed Assessed Assessed Page 8 of 17

9 Example: Poor Curriculum Map Requirements Program Outcome 1 Program Outcome Introduced 105L 205L Introduced 290 Mastered Program Outcome 3 Introduced 301 Reinforced/Practiced Reinforced/Practiced 305L Mastered Reinforced/Practiced L Assessed 430 Assessed 480 Mastered 490 Mastered Your Turn... Groups of 4 (or 3) Complete the Curriculum Map Puzzle Provided Blank Curriculum Map Grid 3 Learning Outcomes purple pieces 6 Required Courses yellow pieces Post-its & pen Arrange the learning outcomes and required courses on the grid Use the Post-its & pen to align instruction with outcomes Prepare to share Check In Share Is this a cohesive curriculum map? What makes it cohesive or not? What recommendations, if any, would you make to the Psychology department? Page 9 of 17

10 Example: Map with Assessment Data Opportunities 101 I: 3 oral presentations Outcome 1 Outcome 2 Outcome I: Exam questions 240 I: Essay exam 290 R: Exam questions 301 R: 2 oral presentations R: Essay exam 302 R: 2 oral presentations R: Course portfolio 430 R: Project 480 M: 1 oral presentation 490 M: Project M: Project Exit interview Interview Interview Interview I = introduced; R = reinforced/practiced/emphasized; M=mastery at senior level Wrap Up Workshop Assessment Outcomes: 1. Summarize the role of a) learning outcomes and b) curriculum maps in program assessment. 2. Write good learning outcomes. 3. Create a curriculum map. Learning process=group activities Assessment=collect groups outcomes & maps Reflect How well did today s lecture help you meet the outcomes? How well did today s activities help you meet the outcomes? Questions? Workshop evaluation: Please turn in Thank You! Assessment Office Marlene Lowe, Monica Stitt-Bergh, Page 10 of 17

11 Rubric for Assessing the Quality of Program-level Student Learning Outcomes & Assessment Plans [Adapted from the August 10, 2007 draft Rubric for Assessing the Quality of Academic Program Learning Outcomes" by WASC] CRITERION 1-INITIAL 2-EMERGING 3-DEVELOPED 4-HIGHLY DEVELOPED COMPREHENSIVE LIST OF STUDENT LEARNING OUTCOMES ASSESSABLE OUTCOMES ALIGNMENT ASSESSMENT PLANNING THE STUDENT EPERIENCE The list of outcomes is problematic: e.g., very incomplete, overly detailed, inappropriate, disorganized. It may include only disciplinespecific learning, ignoring relevant institution-wide learning. The list may confuse learning processes (e.g., doing an internship) with learning outcomes (e.g., application of theory to real-world problems). Outcome statements do not identify what students can do to demonstrate learning. Statements such as "Students understand scientific method" do not specify how understanding can be demonstrated and assessed. There is no clear relationship between the outcomes and the curriculum that students experience. There is no formal plan for assessing each outcome. Students knows little to nothing about the overall outcomes of the program. Communication of outcomes to students, e.g., in syllabi or catalog, is spotty or nonexistent. The list includes reasonable outcomes but does not specify expectations for the program as a whole. Relevant institutionwide learning outcomes and/or national disciplinary standards may be ignored. Distinctions between expectations for undergraduate and graduate programs may be unclear. Most of the outcomes indicate how students can demonstrate their learning Students appear to be given reasonable opportunities to develop the expected knowledge/skills/attitudes of the outcomes in the required curriculum. The program relies on shortterm planning, such as selecting which outcome(s) to assess in the current year. Students have some knowledge of program outcomes. Communication is occasional and informal, left to individual faculty or advisors. The list is a well-organized set of reasonably outcomes that focus on the key knowledge, skills, and values students learn in the program. It includes relevant institution-wide outcomes (e.g., communication or critical thinking skills). Outcomes are appropriate for the level (undergraduate vs. graduate); national disciplinary standards have been considered. Each outcome describes how students can demonstrate learning. E.g., "Graduates can write reports in APA style" or "Graduates can make original contributions to biological knowledge." The curriculum is designed to provide opportunities for students to learn and to develop increasing sophistication with respect to each outcome. This design may be summarized in a curriculum map The program has a reasonable, multi-year assessment plan that identifies when each outcome will be assessed. The plan may explicitly include analysis and implementation of improvements. Students have a good grasp of program outcomes. They may use them to guide their own learning. Outcomes are included in most syllabi and are readily available in the catalog, on the program web page, and elsewhere. The list is reasonable, appropriate, and comprehensive, with clear distinctions between undergraduate and graduate expectations, if applicable. Relevant institution-wide learning outcomes are included. National disciplinary standards have been considered. Faculty have agreed on explicit criteria for assessing (e.g., rubric, exam answers) students' level of mastery for each outcome. Outcomes describe how students can demonstrate their learning. Faculty have agreed on explicit criteria statements, such as rubrics, and have identified examples of student performance at varying levels for each outcome. Pedagogy, grading, the curriculum, relevant student support services, and cocurriculum are explicitly and intentionally aligned with each outcome. Curriculum map indicates increasing levels of proficiency. The program has a fully-articulated, sustainable, multi-year assessment plan that describes when and how each outcome will be assessed and how improvements based on findings will be implemented. The plan is routinely examined and revised, as needed. Students are well acquainted with program outcomes and may participate in creation and use of rubrics. They are skilled at selfassessing in relation to the outcomes and levels of performance. Program policy calls for inclusion of outcomes in all course syllabi, and they are readily available in other program documents.

12 at Mānoa ACTIVITY: CREATE STUDENT LEARNING OUTCOMES Basic Elements of a Learning Outcome emphasis on student observable, action verbs learning statement { { { 1. Students can compare and contrast major perspectives of psychology. 2. Students can describe leadership styles and predict their effectiveness in difference circumstances. 3. Students can explain economic institutions such as the Federal Reserve... Your Turn In groups of 4 (or 3), create 2 student learning outcomes for this topic: the Pledge of Allegiance. Each outcome should address a different level of learning: Knowledge Comprehension Application Analysis Synthesis Evaluation Learning Outcomes Checklist Action verbs describe what students should represent, demonstrate, or do Assessable (quantitatively and/or qualitatively) Collaboratively authored and collectively accepted [The three below require knowledge of the curriculum and discipline and likely cannot be checked off today: Maps to learning processes, curriculum, and co-curriculum Aligns with program goals Incorporates or adapts professional organizations outcome statements when they exist] Page 12 of 17

13 at Mānoa EAMPLES OF LEARNING PROCESSES: Activities that promote learning Reading Presenting Service learning Listening Teaching peers Writing and singing a song Interning Watching a video Observing a live demonstration Tutoring Role playing Creating a concept map Doing a case study Brainstorming Completing a puzzle Performing Discussing (in person or online) Writing a poem, analogy, or metaphor Solving problems Creating a comic book Completing a worksheet Drawing Doing an experiment Debating Writing Creating a website Gaming Interviewing Creating a flowchart Creating a puppet show Story telling Thinking aloud Researching in the field Page 13 of 17

14 at Mānoa Hawai i Hall 107 Assessment Office Bloom s Taxonomy Writing Learning Outcomes Bloom s taxonomy is a well-known description of levels of educational objectives. It may be useful to consider this taxonomy when creating your outcomes. Knowledge Comprehension Application Analysis Synthesis Evaluation To know specific facts, terms, concepts, principles, or theories To understand, interpret, compare and contrast, explain To apply knowledge to new situations, to solve problems To identify the organizational structure of something; to identify parts, relationships, and organizing principles To create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme To judge the quality of something based on its adequacy, value, logic, or use Action Verbs Knowledge Comprehension Application Analysis Synthesis Evaluation cite define describe identify indicate know label list match memorize name outline recall recognize record relate repeat reproduce select state underline arrange classify convert describe defend diagram discuss distinguish estimate explain extend generalize give examples infer locate outline paraphrase predict report restate review suggest summarize translate apply change compute construct demonstrate discover dramatize employ illustrate interpret investigate manipulate modify operate organize practice predict prepare produce schedule shop sketch solve translate use analyze appraise break down calculate categorize compare contrast criticize debate determine diagram differentiate discriminate distinguish examine experiment identify illustrate infer inspect inventory outline question relate select solve test arrange assemble categorize collect combine compile compose construct create design devise explain formulate generate manage modify organize perform plan prepare produce propose rearrange reconstruct relate reorganize revise appraise assess choose compare conclude contrast criticize decide discriminate estimate evaluate explain grade judge justify interpret measure rate relate revise score select summarize support value From: [Gronlund, N. E. (1991). How to write and use instructional objectives (4 th ed.). New York: Macmillan Publishing Co.] Taken from: Mary Allen Workshop (May, 2008) UH 14

15 at Mānoa Hawai i Hall 107 Assessment Office Examples of which data-collection methods can help answer different assessment questions Direct Methods Data-collection methods Assessment Questions Did students learn, Y, & Z? Can students do (e.g., think critically, analyze data)? National/ standardized test * Embedded tests/quizzes [i.e., students take a test or quiz as part of course requirements] Embedded assignments [i.e., students complete an assignment as part of course requirements] * How much do students "grow" from start of program to finish? What do students think about, Y, & Z? What curriculum/ courses/pedagogy do our students experience? What are alumni doing? Grades calibrated to explicit outcomes Portfolio Pre- post-test Employer's or internship supervisor's evaluation of performance Observation of student performing a task Culminating project (e.g., capstone, senior thesis) * Multiple choice tests that measure a student's ability to complete complex tasks are difficult to design. A better approach is to use performance or authentic assessment. These often take the form of an embedded assignment, portfolio, or project. 15

16 at Mānoa Hawai i Hall 107 Assessment Office Examples of which data-collection methods can help answer different assessment questions Indirect Methods Data-collection methods Assessment Questions Did students learn, Y, & Z? Can students do (e.g., think critically, analyze data)? How much do students "grow" from start of program to finish? What do students think about, Y, & Z? What curriculum/ courses/pedagogy do our students experience? What are alumni doing? Survey Interview (one-to-one or focus group) Percent of time or number of minutes spent on activity Grades (not exclusively based on an outcome) Data on job placement or higher degree enrollment Maps or inventories of practice (e.g., curriculum map, syllabus review) Institutional research data (e.g., class size, graduation rates; transcript analysis) 16

17 at Mānoa Hawai i Hall 107 Assessment Office Create a Cohesive Psychology Curriculum Provided Blank Curriculum Map Grid o 3 Program Goals (written in top left corner of grid) o Alignment Key (written on bottom of grid): I=introduced, R=Reinforced/Practiced, M=Mastered, A=Assessed 3 Learning Outcomes (purple pieces) 6 Required Courses (yellow pieces) Post-its and pen to align instruction with outcomes Glue stick and tape Instructions 1. Arrange the learning outcomes and required courses on the grid. a. You may arrange the courses in any order your group believes appropriate b. You may add/modify/delete courses and outcomes 2. Based on the course descriptions, use the Post-its to align instruction with outcomes. Use the following abbreviations: a. I = students are introduced to the outcome b. R = the outcome is reinforced and the students afforded opportunities to practice c. M = students have had sufficient practice and can now demonstrate mastery d. A = where assessment evidence might be collected 3. Prepare to answer the following: a. Is this a cohesive curriculum map? b. What makes it cohesive or not cohesive? c. What recommendations, if any, would you make to the Psychology department? Sample Curriculum Map Intended Student Learning Outcomes Courses Apply the scientific method Develop laboratory techniques Diagram and explain major cellular processes Awareness of careers and job opportunities in biological sciences BIOL 101 I I I BIOL 202 R R I R BIOL 303 R M & A R R BIOL 404 M & A M & A M & A Key: I = Introduced; R=Reinforced and opportunity to practice; M=Mastery, A=Assessment evidence collected 17

University of Hawai i at Mānoa Assessment Office Marlene Lowe, 956-4283 Hawai i Hall 107 Monica Stitt-Bergh, 956-6669

University of Hawai i at Mānoa Assessment Office Marlene Lowe, 956-4283 Hawai i Hall 107 Monica Stitt-Bergh, 956-6669 Creating an Assessment Plan & Using Assessment Templates Brought to you by the Assessment Office Agenda Today s Outcomes Program Assessment Overview Template 1: Assessment Plan Template 2: Assessment Project

More information

Feedback for the 2012-2013 Annual Assessment Report Department of Speech Pathology and Audiology

Feedback for the 2012-2013 Annual Assessment Report Department of Speech Pathology and Audiology Feedback for the 2012-2013 Annual Assessment Report Department of Speech Pathology and Audiology Amy Liu, Ph.D. Director, Office of Academic Program Assessment (OAPA) Professor of Sociology Shannon Datwyler,

More information

Assessment of Student Learning Outcomes Annual Report (Due May 20 to lpraslova@vanguard.edu and officeoftheprovost@vanguard.edu ).

Assessment of Student Learning Outcomes Annual Report (Due May 20 to lpraslova@vanguard.edu and officeoftheprovost@vanguard.edu ). of Student Learning Annual Report (Due May 20 to lpraslova@vanguard.edu and officeoftheprovost@vanguard.edu ). /Department: Date: Mission learning outcomes (also included in the assessment plan). Please

More information

PROGRAM LEARNING OUTCOMES Rubric for Assessing the Quality of Academic Program Learning Outcomes

PROGRAM LEARNING OUTCOMES Rubric for Assessing the Quality of Academic Program Learning Outcomes PROGRAM LEARNING OUTCOMES Rubric for Assessing the Quality of Academic Program Learning Outcomes Criterion Initial Emerging Developed Highly Developed The list of outcomes is The list includes reasonable

More information

ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS

ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS I. WHAT IS ASSESSMENT? Assessment is the systematic collection, review and use of information about educational

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

Resources for Writing Program Learning Outcomes

Resources for Writing Program Learning Outcomes Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

Student Services Learning Outcomes Workbook. Learning Outcomes Workbook. Student Services. How to write Learning Outcomes

Student Services Learning Outcomes Workbook. Learning Outcomes Workbook. Student Services. How to write Learning Outcomes Learning Outcomes Workbook Student Services How to write Learning Outcomes Academic Affairs July 2012 Overview of the Learning Outcomes Workbook This workbook will serve as your introduction to the concept

More information

Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997

Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997 Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997 Instructional goals and objectives are the heart of instruction. When

More information

HSU Division of Enrollment Management and Student Affairs. Assessment Workbook

HSU Division of Enrollment Management and Student Affairs. Assessment Workbook HSU Division of Enrollment Management and Student Affairs Assessment Workbook Contents Introduction..... 3 Mission Statements...... 4 Goals......5 Outcomes.6 Program Outcomes Learning Outcomes Methods

More information

Writing learning objectives

Writing learning objectives Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?

More information

5. Formally register for INS299 for the number of semester hours indicated on your contract.

5. Formally register for INS299 for the number of semester hours indicated on your contract. HONORS INDEPENDENT STUDY GUIDELINES: According to the Lake Land College catalog course description, independent study is designed to permit the student to pursue a course of study not typically available

More information

should be written as a future tense verb. A list of good verbs for learning outcomes is provided in this packet.

should be written as a future tense verb. A list of good verbs for learning outcomes is provided in this packet. Writing Learning Outcomes What is a learning outcome? Learning outcomes are statements that indicate what learners will know or be able to do at the completion of a learning experience (program, conference,

More information

MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE STUDENT LEARNING OUTCOMES COURSE LEVEL VICTOR J. SOTO INSTRUCTIONAL DESIGNER PREPARED BY

MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE STUDENT LEARNING OUTCOMES COURSE LEVEL VICTOR J. SOTO INSTRUCTIONAL DESIGNER PREPARED BY 1 MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE WRITING INSTRUCTIONAL OBJECTIVES STUDENT LEARNING OUTCOMES COURSE LEVEL PREPARED BY VICTOR J. SOTO INSTRUCTIONAL DESIGNER 2 WRITING INSTRUCTIONAL

More information

Questions to Guide Development and Review of Graduate Course Learning Outcomes (CLOs)

Questions to Guide Development and Review of Graduate Course Learning Outcomes (CLOs) Questions to Guide Development and Review of Graduate Course Learning Outcomes (CLOs) Course Learning Outcomes (CLOs) are statements describing the intellectual abilities, knowledge, and/or values or attitudes

More information

Writing Measurable Learning Outcomes

Writing Measurable Learning Outcomes Writing Measurable Learning Outcomes Sandi Osters, Director of Student Life Studies F. Simone Tiu, Assistant Director for Institutional Effectiveness 3 rd Annual Texas A&M Assessment Conference You got

More information

To better understand the content being presented in their core subject areas, it is essential for students to

To better understand the content being presented in their core subject areas, it is essential for students to 2.5: Inquiry Tutor/Student Handout 2.5.1 (1 of 2) Three-Story House (Costa s Levels of Questioning) To better understand the content being presented in their core subject areas, it is essential for students

More information

Cognitive Domain (Bloom)

Cognitive Domain (Bloom) Bloom s Taxonomy So what exactly is this thing called Bloom s Taxonomy, and why do education people keep talking about it? Well, Bloom was the head of a group in the 1950 s and 1960 s that created the

More information

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives

More information

Webb s Depth of Knowledge Guide

Webb s Depth of Knowledge Guide Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...

More information

Master of Business Administration

Master of Business Administration Master of Business Administration FY 2015 Enrollment: 885; Graduate: 101 Program Educational Objectives As an Excelsior College Master's level business graduate, within a few years of graduation, you are

More information

Writing Learning Objectives

Writing Learning Objectives Writing Learning Objectives Faculty Development Program Office of Medical Education Boston University School of Medicine All Rights Reserved 2004 No copying or duplication of this presentation without

More information

Writing Student Learning Outcomes for an Academic Program

Writing Student Learning Outcomes for an Academic Program Writing Student Learning Outcomes for an Academic Program Student learning outcomes (SLOs) are statements of the knowledge, skills, competencies, or attitudes that students are expected to gain through

More information

COURSE OUTLINE (Replaces PNCR and Course Outline)

COURSE OUTLINE (Replaces PNCR and Course Outline) Los Angeles Community College District COURSE OUTLINE (Replaces PNCR and Course Outline) Section I: BASIC COURSE INFORMATION OUTLINE STATUS: 1. COLLEGE: 2. SUBJECT (DISCIPLINE) NAME 1 ): (40 characters,

More information

6 Week Strategic Onboarding Program:

6 Week Strategic Onboarding Program: 6 Week Strategic Onboarding Program: Creating a Culture of Learning to Increase Success for Financial Services First Timers Matt Ragan- GMAC Mortgage The New Hire Process A successful New Hire On-boarding

More information

National Assessment of Educational Progress (NAEP)

National Assessment of Educational Progress (NAEP) Exploring Cognitive Demand in Instruction and Assessment Karin K. Hess Over the past decades, educators and psychologists have attempted to develop models for understanding cognitive complexity as it relates

More information

Dept. of Communication Studies Senior Portfolio Instructions

Dept. of Communication Studies Senior Portfolio Instructions Dept. of Communication Studies Senior Portfolio Instructions Overview: Graduating seniors in the Department of Communication Studies are required to submit an assessment portfolio to be eligible for graduation.

More information

Writing Quality Learning Objectives

Writing Quality Learning Objectives http://captain.park.edu/facultydevelopment/writing_learning_objectives.htm 1 Writing Quality Learning Objectives Learning objectives (often called performance objectives or competencies) are brief, clear,

More information

Core Competencies for Public Health Practice Lessons Learned (USA)

Core Competencies for Public Health Practice Lessons Learned (USA) Core Competencies for Public Health Practice Lessons Learned (USA) Joan P. Cioffi, Ph.D. Member, Council on Linkages Between Academia and Public Health Practice Core Competency Workgroups 2001 and 2009

More information

ABET & NCAAA ACCREDITATION Course Design Workshop

ABET & NCAAA ACCREDITATION Course Design Workshop ABET & NCAAA ACCREDITATION Prof. Ali M. Al-Bahi Director of the Academic Accreditation Unit Faculty of Engineering, King Abdulaziz University Modified and Presented by Dr. Faisal Iskanderani UBTVR for

More information

Degree- Level Expectations and Course Learning Outcomes

Degree- Level Expectations and Course Learning Outcomes Degree- Level Expectations and Course Learning Outcomes Introduction to DLEs Degree-Level Expectations (DLEs) are a threshold framework for the expression of the intellectual and creative development of

More information

Indiana Statewide Transfer General Education Core

Indiana Statewide Transfer General Education Core Indiana Statewide Transfer General Education Core Preamble In 2012 the Indiana legislature enacted Senate Enrolled Act 182, thereby establishing the requirements for a Statewide Transfer General Education

More information

A Helpful Guide to Developing your Portfolio Learning

A Helpful Guide to Developing your Portfolio Learning A Helpful Guide to Developing your Portfolio Learning Introduction There are many steps to developing the portfolio. By the time you are working on the actual statements that demonstrate your learning,

More information

Learning Objectives. Copyright 2008 Stephen Zerwas. Looking at the First Year

Learning Objectives. Copyright 2008 Stephen Zerwas. Looking at the First Year Looking at the First Year Objectively Stephen C. Zerwas University of North Carolina Greensboro 1 Measuring Student Learning What do we want students learn? Do students have the opportunity to learn it?

More information

Direct and Indirect Assessments

Direct and Indirect Assessments Direct and Indirect Assessments - Data-collection methods for assessment purposes typically fall into two categories: direct and indirect. - Direct evidence of student learning comes in the form of a student

More information

TIPS FOR WRITING LEARNING OBJECTIVES

TIPS FOR WRITING LEARNING OBJECTIVES TIPS FOR WRITING LEARNING OBJECTIVES N ational ACEP receives numerous requests from chapters for assistance on how to write good learning objectives. The information presented in this section has been

More information

Kindergarten Science Unit Project Unit 2: Life Sciences Effects of Tap, Purified, and Sea Water on Plants. Teacher Planning Guide

Kindergarten Science Unit Project Unit 2: Life Sciences Effects of Tap, Purified, and Sea Water on Plants. Teacher Planning Guide Kindergarten Science Unit Project Unit : Life Sciences Effects of Tap, Purified, and Sea Water on Plants. Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research

More information

Revised Bloom s Taxonomy

Revised Bloom s Taxonomy Revised Bloom s Taxonomy Revised Bloom s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome. Bloom s Revised Taxonomy Taxonomy of Cognitive

More information

Bachelor of Science in Information Technology

Bachelor of Science in Information Technology Bachelor of Science in Information Technology FY 2015 Enrollment: 693; Graduate: 31 Program Educational Objectives Program Educational Objectives (PEOs) are broad statements that describe what graduates

More information

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment?

Assessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment? Assessment METHODS What are assessment methods? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate

More information

Teaching Critical Thinking Skills to English for Academic Purposes Students

Teaching Critical Thinking Skills to English for Academic Purposes Students Teaching Critical Thinking Skills to English for Academic Purposes Students Agenda 1. What is critical thinking? 2. Critical thinking and culture 3. Critical thinking tasks, Bloom s Taxonomy 4. Structuring

More information

ASSESSMENT WORKBOOK OFFICE FOR ASSESSMENT OF STUDENT LEARNING. California State University, Stanislaus

ASSESSMENT WORKBOOK OFFICE FOR ASSESSMENT OF STUDENT LEARNING. California State University, Stanislaus ASSESSMENT WORKBOOK OFFICE FOR ASSESSMENT OF STUDENT LEARNING California State University, Stanislaus Developed by: Gary Novak, Ph.D., Faculty Coordinator for the Assessment of Student Learning With Contributions

More information

Rationale for changes to the MA in Communication Studies and to the MA in Communication Studies with an option in Community College Pedagogy

Rationale for changes to the MA in Communication Studies and to the MA in Communication Studies with an option in Community College Pedagogy CGS Agenda Item: 11 37 Effective: Fall 2011 Rationale for changes to the MA in Communication Studies and to the MA in Communication Studies with an option in Community College Pedagogy Over the last four

More information

PSYCHOLOGY. Master of Science in Applied Psychology

PSYCHOLOGY. Master of Science in Applied Psychology CJ 515 Budgetary Planning in Public Agencies Examines the nature of public budgeting and financial management from the perspective of a public manager. Explores public budgeting from an analytical perspective.

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Key Content Areas of an Outcomes Assessment Plan International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,

More information

A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments. for the transition to Common Core State Standards?

A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments. for the transition to Common Core State Standards? A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments What are some implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National

More information

Department of Communication Studies M.A. Program Annual Report 2010-2011

Department of Communication Studies M.A. Program Annual Report 2010-2011 Department of Communication Studies M.A. Program Annual Report 2010-2011 This report documents the Department of Communication Studies efforts in assessing student learning outcomes in its graduate Masters

More information

Graduation Rate - Bachelors. Graduation Rate - Masters

Graduation Rate - Bachelors. Graduation Rate - Masters National University Graduation Rates, Retention Rates, and Assessment of Student Learning 2014 Graduation Rate - Bachelors 72% 72% 76% 71% 2006 2007 2008 2009 1 Time to Completion (72 months) Graduation

More information

CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY

CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY All Curtin Courses are designed to ensure graduates are skilled in; leadership, research, Australian Indigenous knowledges and perspectives; and work-integrated

More information

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT Page 1 of 32 STANDARDS AND CRITERIA FOR ACCREDITATION OF POSTSECONDARY CONSTRUCTION EDUCATION DEGREE PROGRAMS TABLE OF CONTENTS 1. INTRODUCTION 2. GOVERNANCE AND ADMINISTRATION 3. CURRICULUM 4. FACULTY

More information

THE REFLECTIVE STUDENT LEARNING PORTFOLIO. Department of Administration, Rehabilitation & Postsecondary Education. A Requirement for the:

THE REFLECTIVE STUDENT LEARNING PORTFOLIO. Department of Administration, Rehabilitation & Postsecondary Education. A Requirement for the: THE REFLECTIVE STUDENT LEARNING PORTFOLIO Department of Administration, Rehabilitation & Postsecondary Education A Requirement for the: Master of Arts Education with a Concentration in Educational Leadership

More information

Appendix B: Bloom s Taxonomy of Educational Objectives

Appendix B: Bloom s Taxonomy of Educational Objectives Appendix B: Bloom s Taxonomy of Educational Objectives In 1956, educational psychologist Benjamin Bloom chaired a committee of College and University Examiners who were charged with the development of

More information

Writing Learning Objectives

Writing Learning Objectives The University of Tennessee, Memphis Writing Learning Objectives A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Prepared by Raoul A. Arreola, Ph.D. Portions of this

More information

Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words

Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words The Six Levels of Questioning Level 1 Knowledge Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. who what why when where which omit choose find how

More information

Writing Instructional Objectives

Writing Instructional Objectives Writing Instructional Objectives Babbi J. Winegarden, Ph.D. Assistant Dean for Educational Development and Evaluation UCSD School of Medicine Department of Medical Education Begin with the end in mind

More information

Planning your questions using Bloom s Taxonomy

Planning your questions using Bloom s Taxonomy Planning your questions using Bloom s Taxonomy Taken from The Ultimate Teaching Manual Gererd Dixie published by Continuum - available at all good book stores from 14 th April Research (Wragg and Brown,

More information

Dr. Ryan McLawhon Texas A&M University

Dr. Ryan McLawhon Texas A&M University Dr. Ryan McLawhon Texas A&M University Introduction to Assessment Components of an Assessment Plan Mission Outcomes Measures Achievement Targets Question and Answer Session NCAAA Standard 4 (&5, etc.)

More information

Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION

Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Objectives for this Presentation At the end of this presentation you will be able to: Compare and contrast educational

More information

Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards

Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Assignment Description The Indiana Wesleyan University differentiated lesson plan combines elements of the

More information

Weather Station Teacher Planning Guide

Weather Station Teacher Planning Guide First Grade Science Unit C: Earth Science Unit Project Weather Station Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research the problem and find out all you

More information

Developing Data Workshops

Developing Data Workshops Developing Data Workshops BDK 31-01 Best practices for engaging audiences and using the BDK resources Jackie Wirz, PhD Oregon Health & Science University BD2K Open Educational Resources Oregon Health &

More information

Performance Development and Review Template Guide

Performance Development and Review Template Guide Performance Development and Review Template Guide 1. OVERVIEW This guide has been developed to assist both staff and supervisor in the use of the Performance Development & Review template (PD&R) for the

More information

Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives

Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives The doctoral learning process is life changing. It begins with the decision to seek the doctorate and becomes

More information

Assessment at Baruch College What Are We Doing & Why?

Assessment at Baruch College What Are We Doing & Why? Assessment at Baruch College What Are We Doing & Why? Dr. Marjorie Dorimé-Williams What is Academic Assessment? Ongoing process aimed at understanding and improving student learning. Making our expectations

More information

Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.

Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster. Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing

More information

2016 Annual Conference & Exhibition Call for Presentations

2016 Annual Conference & Exhibition Call for Presentations 485D Route 1 South, Suite 210 Iselin, NJ 08830 Phone (732) 877-1100 Fax (732) 877-1101 2016 Annual Conference & Exhibition Call for Presentations The Home Care & Hospice Association of New Jersey invites

More information

California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan

California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual

More information

Comprehensive Curriculum Assessment Plan: Operation Manual. University Assessment Committee

Comprehensive Curriculum Assessment Plan: Operation Manual. University Assessment Committee Comprehensive Curriculum Assessment Plan: Operation Manual University Assessment Committee Fall 2013 1 Table of Contents I. Overview... 4 II. Design of the CCAP... 4 A. What is assessment?... 4 B. A Common

More information

Goals & Objectives for Student Learning

Goals & Objectives for Student Learning Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.

More information

Teaching and Educational Development Institute. Bloom s taxonomy of educational objectives

Teaching and Educational Development Institute. Bloom s taxonomy of educational objectives Bloom s taxonomy of educational objectives Bloom s taxonomy of educational objectives This material is largely drawn from a handout from Dr Robert Kleinsasser (School of Languages and Comparative Cultural

More information

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010 COMMENTARY For Architectural Engineering Programs Draft of September 2010 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this document

More information

I - Institutional Information

I - Institutional Information Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional

More information

Are students enrolling in the course college freshman and sophomores or college juniors and seniors, or a mix?

Are students enrolling in the course college freshman and sophomores or college juniors and seniors, or a mix? Course Design Each course offered at DSU plays a role in the completion of General Education and/or degree/program learning goals. Be sure to align course learning objectives with these learning goals.

More information

Instructional Design What Is It and Why Should I Care?

Instructional Design What Is It and Why Should I Care? Instructional Design What Is It and Why Should I Care? A CEIT Workshop Domenic Screnci, Ed.D. Executive Director Educational Technology, Training and Outreach Information Services and Technology Boston

More information

Outcome-Based Education

Outcome-Based Education Outcome-Based Education Outcome based education A student-centred learning system focusing on measuring student performance. Does not specify any specific style of teaching just that the student be able

More information

Industrial Engineering Definition of Tuning

Industrial Engineering Definition of Tuning Industrial Engineering Definition of Tuning Tuning is a faculty-led pilot project designed to define what students must know, understand, and be able to demonstrate after completing a degree in a specific

More information

Michigan State University, College of Nursing Certificate in College Teaching Program

Michigan State University, College of Nursing Certificate in College Teaching Program Michigan State University, College of Nursing Certificate in College Teaching Program The College of Nursing Certificate in College Teaching Program (CCTP) transforms the way graduate students are prepared

More information

Utilizing Bloom's Taxonomy in Your Classroom

Utilizing Bloom's Taxonomy in Your Classroom California State University Los Angeles Education Specialist Intern Program Utilizing Bloom's Taxonomy in Your Classroom Helpful Hints Series #11 from Dr. Barry Ziff One of the beauties of teaching is

More information

Lesson Plan. Date(s)... M Tu W Th F

Lesson Plan. Date(s)... M Tu W Th F Grade...Class(es)... Unit 5 Media Connection: Writing in the Real World SE/TWE pp. 198 201 Objectives: To develop an understanding of expository writing and to recognize its many diverse applications Skills:

More information

Assurance of Learning Assessment Process

Assurance of Learning Assessment Process Assurance of Learning Assessment Process (AACSB Assurance of Learning Standards: An Interpretation, Accessed 12/01/2011, )

More information

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career

More information

Case for Learning Design

Case for Learning Design Designing Learning Interventions that Last Sheila Jagannathan, Elearning Practice World Bank Institute Agenda 1. Case for Learning Design 2. Systematic Design Process 3. Examples of Blended Learning 4.

More information

ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

More information

2009 MASTER PLAN/PROGRESS REPORT

2009 MASTER PLAN/PROGRESS REPORT 2009 MASTER PLAN/PROGRESS REPORT Academic Program: School Counseling, M.Ed Person Responsible: Dr. Christine Anthony Date Submitted: May 22, 2009 Mission: The Master of Education in School Counseling endeavors

More information

Preparing the Self-Study Report for Engineering

Preparing the Self-Study Report for Engineering Preparing the Self-Study Report for Engineering Jeffrey W. Fergus Auburn University Member of ABET EAC Executive Committee 2015 ABET Symposium April 23-24, 2015 Disclaimer The information presented here

More information

Assessing Student Learning in Degree Programs

Assessing Student Learning in Degree Programs 1 Assessing Student Learning in Degree Programs Created by Texas Tech University Office of Planning and Assessment Administration Building 237 (806)742-1505 Fall 2013 2 Contents Writing and Assessing Degree

More information

Department of Accounting, Finance, & Economics

Department of Accounting, Finance, & Economics Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,

More information

Higher order questions encourages higher order thinking Based on Bloom s Taxonomy

Higher order questions encourages higher order thinking Based on Bloom s Taxonomy Higher order questions encourages higher order thinking Based on Bloom s Taxonomy Knowledge What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who

More information

From Outcomes and Maps to Developing A Plan to Assess Student Learning

From Outcomes and Maps to Developing A Plan to Assess Student Learning From Outcomes and Maps to Developing A Plan to Assess Student Learning Presented at UW-Stevens Point March, 2011 Peggy Maki Education Consultant Assessment Editor and Writer pmaki86@gmail.com 1 Foci Visualizing

More information

Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007

Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007 Western Carolina University Marketing B.S B.A Business Assessment Plan for 2006-2007 Primary Contact Name/Info : Professor Debra Burke, Department Head Forsyth 107 828-227-3720 Department Mission Statement

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Methods for Assessing Student Learning Outcomes

Methods for Assessing Student Learning Outcomes Methods for Assessing Student Learning Outcomes Dr. Jennifer E. Roberts Coordinator of Academic Assessment Office of Institutional Research, Planning, and Assessment Northern Virginia Community College

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

AANN CNE CE Applications Frequently Asked Questions (FAQ)

AANN CNE CE Applications Frequently Asked Questions (FAQ) 1. What documentation is needed to complete a CNE CE Application? a. Application b. Payment page c. Commercial support agreement (if needed) d. Sponsorship agreement (if needed) e. Joint- Provider agreement

More information

Draft Policy on Graduate Education

Draft Policy on Graduate Education Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master

More information

Graduate Certificate in University Teaching Handbook

Graduate Certificate in University Teaching Handbook Graduate Certificate in University Teaching Handbook Contents Overview of Graduate Certificate in University Teaching... 2 Program Overview... 2 Why a Graduate Certificate in University Teaching at Concordia?...

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT

ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT 2009-2010 The Environmental Health Science (EHS) Program at East Central University is one of 30 accredited undergraduate environmental health programs in

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information