Student Learning Outcome Statements

Undergraduate Learning Outcomes

The five University Undergraduate Learning Outcomes (UULOs) define what all 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó undergraduate students should know and be able to do when they graduate.

The UULOs are as follows:

  1. Intellectual breadth and lifelong learning
  2. Inquiry and critical thinking
  3. Communication
  4. Global/multicultural knowledge and awareness
  5. Citizenship and ethics

Graduate Learning Outcomes

The three Graduate Learning Outcomes (GLOs) define what all 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó graduate students should know and be able to do when they graduate.

The GLOs are as follows:

51³Ô¹ÏÍøÍòÄÜ¿Æ´ó Graduate students will engage in:

  1. Research, scholarship, creative expression and/or appropriate high-level professional practice
  2. Activities requiring originality, critical analysis, and expertise
  3. The development of extensive knowledge in the field under study

Current Assessment Activities

The UULOs are assessed through two student surveys and program-level assessment reports.

Learning Outcomes Survey

The Learning Outcomes Survey (LOS) is administered to students enrolled in First-Year Seminars (FYS) each fall semester. The purpose of the Learning Outcomes Survey is to measure student perceptions of various aspects related to their academic experiences at 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó and in their First Year Seminar courses. For the purposes of institutional UULO assessment, items related to students’ perceived UULO attainment are analyzed and tracked over time.

51³Ô¹ÏÍøÍòÄÜ¿Æ´ó Graduating Senior Exit Survey

The 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó Graduating Senior Exit Survey is administered each year by the Office of the Senior Vice Provost for Academic Affairs. The VPAP surveys 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó seniors as they file their applications for graduation each semester. Students are asked to report the extent to which they agree they have made progress towards reaching a broad range of academic goals during their time at 51³Ô¹ÏÍøÍòÄÜ¿Æ´ó. For the purposes of institutional UULO assessment, items related to students’ perceived UULO attainment are analyzed and tracked over time.

Program-Level Assessment Reports

Program-level Assessment Reports are collected annually by the Office of Academic Assessment. These reports cover all assessment activities within each program. Program faculty are asked to assess at least one UULO or GLO per year and report their findings.

Timeline

Learning Outcomes Survey Distributed and analyzed at the end of each fall semester
Graduating Senior Exit Survey Distributed continuously as students apply for graduation; analyzed each summer
Program-level Assessment Reports Reports are collected annually based on calendar year or academic year reporting cycle.

Use of Student Learning Evidence

Learning Outcomes Survey

Results of the LOS are shared with FYS instructors and posted on the Academic Assessment website. Mean ratings on items related to students’ perceived attainment of written communication and critical thinking skills are reported separately as Top Tier metrics and Core Theme indicators to measure institutional mission fulfillment. Items that are aligned with the Graduating Senior Exit Survey are regularly compared to obtain an indication of progression from freshmen to seniors.

Graduating Senior Exit Survey

Results of the Senior Exit Survey are analyzed each summer and posted on the Academic Assessment website. Individual reports are created and given to units as requested. Mean ratings on items related to students’ perceived attainment of written communication and critical thinking skills are reported separately as Top Tier metrics and Core Theme indicators to measure institutional mission fulfillment. Items that are aligned with the Learning Outcomes Survey are regularly compared to obtain an indication of progression from Freshmen to Seniors.

Program-Level Assessment Reports

The Office of Academic Assessment evaluates assessment reports annually by assigning an academic index score to each report. The index score is compiled using a rating system that captures vital components of the report including: curriculum map (in the assessment plan), quality of the learning outcomes, inclusion of direct assessment activities, outcome reporting, UULO (or GLO) assessment, use of rubric in assessment, identification of changes/improvements based on the results, and faculty review of evidence. Assessment index scores are presented in Academic Innovation Meetings and the NSHE program review process to create a process of individualized feedback and support for each program.