Institutional Learning Outcomes

ÍøÆسԹÏ’s Institutional Learning Outcomes define the knowledge, skills, and qualities expected of all graduates across programs.

Assessment

Institutional learning outcomes (ILOs) describe the knowledge, skills, and aptitudes the ÍøÆØ³Ô¹Ï envisions for all students. The ILOs articulate qualities that all college-educated people should possess and the unique characteristics that define ÍøÆØ³Ô¹Ï graduates. The ILOs are aligned with the learning outcomes of academic programs, liberal arts curriculum (LAC), and co-curricular programs. More information can be found in ÍøÆسԹÏ’s Institutional Learning Outcomes Contextual Statement.

ÍøÆسԹÏ's ILO categories.

  • Explain how knowledge is discovered or created.
    • Early Childhood Education: (Bachelor of Arts – PLO 1): Graduates will be able to apply knowledge of child development to create developmentally appropriate, culturally responsive, healthy, respectful, supportive, and challenging learning environments that meet the needs of each child.
    • Chemistry Concentration (Master of Science – PLO 6): Students will apply chemical knowledge and problem-solving skills to design, evaluate, implement, and defend a research project.
    • LAC GT Pathways Competency, Information Literacy (SLO 3a): Utilize a variety of information sources appropriate to the scope and discipline of the research question.
    • LAC GT Pathways Competency, Inquiry & Analysis (SLO 2a & 6a): Incorporate information from relevant sources directly relating to the topic; & state a conclusion based on findings. Apply critical thinking to analyze, integrate, and evaluate information.
  • Apply critical thinking to analyze, integrate, and evaluate information.
    • Philosophy (Bachelor of Arts – PLO5):  Extract the argument or line of reasoning from within a philosophical text.
    • Special Education (Doctor of Philosophy – PLO 1): Apply historical, current, and evolving theories related to the development and education of individuals with exceptionalities.
    • LAC GT Pathways Competency, Critical Thinking (SLOs 4a & 5a): Interpret/evaluate sources to develop an analysis or synthesis; & establish a conclusion that is tied to the range of information presented.
  • Apply ethical principles to evaluate and make decisions.
    • Criminology and Criminal Justice (Bachelor of Arts – PLO 5): Determine how ethical issues inherent in the criminal justice system affect organizations, groups, and individuals.
    • Educational Psychology (Master of Arts – PLO 5): Students will comprehend and exemplify the ethical issues surrounding educational psychology, including diversity, equity, and inclusion.
    • LAC GT Pathways Competency, Information Literacy (SLO 3b): Consider the importance of multiple criteria, such as relevance to the research question, currency, authority, audience, and bias or point of view, when evaluating information source.
    • LAC GT Pathways Competency, Critical Thinking (SLO 5b): Reflect on implications and consequences of stated conclusion
  • Make informed decisions using numeric and scientific information.
    • Biomedical Science (Master of Science – PLO 3): Biology graduate students will demonstrate the ability to conduct literature, lab, and/or field-based research.
    • Earth Sciences, Environmental Science Emphasis (Bachelor of Science – PLO 1): Graduates can quantify an environmental process by analyzing data collected through appropriate methods.
    • LAC GT Pathways Competency, Quantitative Literacy (SLOs 4a & 5a): Make use of graphical objects (such as graphs of equations in two or three variables, histograms, scatterplots of bivariate data, geometrical figures, etc.) to supplement a solution to a typical problem at the appropriate level & express mathematical analysis symbolically, graphically, and in written language that clarifies/justifies/summarizes reasoning (may also include oral communication).
  • Express ideas through multiple media and modes of communication. 
    • Communication Studies (Bachelor of Arts – PLO 4): Create messages appropriate to the audience, purpose, and context.
    • English (Bachelor of Arts – PLO 3): Graduates will be able to write and communicate through various modes, media, technologies, and platforms. Graduates will be able to comprehend and analyze texts in various genres, modes, and media.
    • LAC GT Pathways Competency, Oral Communication (SLO 2a): Develop a central message using the content and supporting materials.
    • LAC GT Pathways Competency, Written Communication (SLOs 1a & 2a): Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation; & create and develop ideas within the context of the situation and the assigned task(s).
  • Develop the capacity to understand and interact effectively with others whose identities, beliefs, behaviors, and values differ from their own.
    • Criminology and Criminal Justice (Master of Arts – PLO 5):  Illustrate how leadership and ethical issues inherent in the criminal justice system affect organizations, groups, and individuals.
    • Health Sciences – Public Health Emphasis (Bachelor of Arts – PLO 4): Possess the interpersonal skills necessary to collaborate effectively with agencies, coalitions, and networks in communities in defining and addressing public health issues.
    • LAC GT Pathways Competency, Diversity & Global Learning (SLO 1a): Demonstrate how their own attitudes, behaviors, or beliefs compare or relate to those of other individuals, groups, communities, or cultures.
    • LAC Multicultural Studies (SLO 1): Discuss the diversity of experiences and perspectives of individuals and groups with a wide range of identities (including but not limited to race, gender, economic class, sexual orientation, physical ability, religion, language, age, and/or national identity) and their contributions to educational, social, legal, religious, political, and/or cultural institutions and society.
  • Demonstrate teamwork skills that enable collaboration.
    • Chemistry (Bachelor of Science – PLO 1):  Students will demonstrate an ability to work effectively in diverse teams in both classroom and laboratory and consider equitable and ethical implications of chemistry.
    • Bilingual Education – TESOL (Master of Arts – PLO 5): Graduates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching and practica.
    • LAC GT Pathways Competency, Civic Engagement (SLO 6a): Demonstrate the ability to work across and within community contexts and/or structures to achieve a civic aim.
  • Develop and sustain mutually beneficial relationships.
    • Early Childhood Education (Bachelor of Arts – PLO 2): Graduates will be able to establish respectful, reciprocal relationships based on their knowledge and understanding of family characteristics and community dynamics that empower and support families.
    • Educational Technology (Master of Arts – PLO 4): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
    • LAC International Studies (SLO 6): Reflect on the impact of one’s own sense of identity, community, ethics, and/or perspective, in the context of a world composed of interdependent yet often inequitable systems.
    • LAC Multicultural Studies (SLO 7): Reflect on one’s role in systems of oppression, privilege, and/or power and the various ways one’s role can contribute to ensuring equity, inclusion, and justice.
  • Demonstrate the capacity to engage in civic, social and political responsibilities.
    • Sociology (Bachelor of Arts – PLO 2): Graduates are able to examine, discuss, and critique human behavior and social structure from a sociological perspective.
    • International Affairs, Political Economy Emphasis (Bachelor of Arts – PLO 2): Critically analyze and apply theoretical concepts to explain transnational politics and the political conflicts associated with it.
    • LAC GT Pathways Competency, Civic Engagement (SLO 2a): Connect disciplinary knowledge to civic engagement through one’s own participation in civic life, politics, and/or government.
  • Apply multidisciplinary perspectives to gain new insights into issues and concepts.
    • Recreation, Tourism, & Hospitality (Bachelor of Arts – PLO 6): Implement the scientific approach to understanding human behavior regarding recreation and leisure activities through applied research.
    • English Education (Master of Arts in Teaching – PLO 3): Implement strategies for adapting English instruction to meet the needs of individual students including students with disabilities and culturally and linguistically diverse students.
    • LAC GT Pathways Competency, Diversity & Global Learning (SLO 2a & 6a): Examine diverse perspectives when investigating social and behavioral topics within natural or human systems; & incorporate multiple disciplinary perspectives (such as cultural, historical, and scientific) when identifying solutions to contemporary global challenges.
  • Describe issues from diverse cultural, socioeconomic, geographic, and global perspectives.
    • Geography, Regional Studies Concentration (Bachelor of Arts – PLO 6): Critically examine the interactions of diverse spatial variables to analyze regional issues at multiple scales.
    • Foreign Languages, Spanish Teaching Emphasis (Master of Arts – PLO 4):  Develop teaching-related research projects that combine knowledge of the three areas of literature, civilization and language/pedagogy and incorporate principles of design, analysis, and methodology of graduate-level research and writing in these same areas.
    • LAC GT Pathways Competency, Diversity & Global Learning (SLO 3a): Make connections between the world-views, power structures, and experiences of individuals, groups, communities, or cultures, in historical or contemporary contexts.
    • LAC International Studies (SLO 1): Explain global political, economic, cultural, social, ecological, and/or technological challenges from a perspective other than their own national and/or cultural context.
  • Evaluate the social, economic, political, and environmental consequences of individual and group actions.
    • Economics, Environmental Policy Concentration (Bachelor of Arts – PLO 6): Apply economic theories and concepts to analyze issues and policies related to the environment, use of natural resources and economic sustainability.
    • Africana Studies (Bachelor of Arts – PLO 2): Identify the historical experiences and contemporary issues of people in the African Diaspora through intersections of race/ethnicity, gender, sexuality, class, immigrant status, age, region, and educational background.
    • LAC International Studies (SLO 5): Synthesize multiple disciplinary perspectives (for example, cultural, historical, scientific, etc.) to examine the impact of countries, regions, or non-state actors on global systems (man-made and/or natural).
  • Connect experiences in and out of the classroom.
    • Human Services (Bachelor of Science – PLO 4): Students will demonstrate skills of effective listening and influencing responses in professional interactions.
    • Communication Sciences and Disorders (Bachelor of Science – PLO 4): Demonstrate a basic understanding of principles of (A) prevention, (B) assessment, and (C) intervention over the range of disorders specified in the current scope of professional practice for audiology and speech-language pathology.
    • LAC GT Pathways Competency, Information Literacy (SLO 3a): Utilize a variety of information sources appropriate to the scope and discipline of the research question.
    • LAC GT Pathways Competency, Creating Thinking (SLO 4a): Incorporate alternate, divergent, or contradictory perspectives or ideas within the context of the discipline and the shape of the work.
  • Use the tools, terminology, and methods related to their program of study.
    • Political Science (Bachelor of Arts – PLO 4): Demonstrate competence in evaluating diverse theoretical approaches and paradigms of political analysis.
    • Mathematics, Statistics and Data Science Concentration (Bachelor of Science – PLO 3): Each student will have knowledge of the broad nature of the mathematical, computational, and statistical sciences and the ability to integrate pure mathematics, statistics, computer science, and applied mathematics.
    • LAC GT Pathways Competency, Inquiry & Analysis (SLO 4a): Select or develop elements of the methodology or theoretical framework to solve problems in a given discipline.
  • Apply the standards and practices of their major or program of study.
    • Chemistry (Bachelor of Science – PLO 5): Students will apply chemical knowledge and problem-solving skills to design, evaluate, and implement a strategy to answer open-ended questions.
    • Vocal Performance (Bachelor of Music – PLO 9): Develop an awareness of copyright, licensing, and permission requirements as they relate to access to and use of musical works.
    • LAC GT Pathways Competency, Information Literacy (SLO 5a): Demonstrate a full understanding of the ethical and legal restrictions on the use of information from a variety of sources through correct citation practices.
  • Describe factors that impact the health and wellness of individuals and their communities.
    • Sport and Exercise Science, Physical Education & Physical Activity Leadership (Master of Science in Teaching – PLO 1):  Students will demonstrate foundational knowledge and skills related to quality physical education and its role in developing physical literacy in K-12 schools.
    • Nursing Education (Post-MSN Certificate – PLO 4): Translate, evaluate, and disseminate the best evidence into practice to optimize health outcomes for individuals, families, and populations.
    • LAC International Studies (SLO 2): Use discipline-based approaches to analyze complex, interdependent global systems and legacies (for example, natural, physical, social, cultural, economic, and/or political) and their implications for people’s lives and/or the earth’s sustainability.
    • LAC Multicultural Studies (SLO 5): Analyze systems and structures (historical, organizational, political, global) of power that create and/or perpetuate oppression, privilege, or marginalization and how these systems present barriers to equity and inclusion.
  • Reflect critically on their own personal growth.
    • Early Childhood Education (Bachelor of Arts – PLO 6): Graduates will be able to conduct themselves as knowledgeable professionals by continuously reflecting on their work, making informed decisions that integrate knowledge from a variety of sources, including ethical guidelines, and advocating for quality care and sound educational practices in a variety of settings, across the early childhood age span (birth through age 8y).
    • Theater Design/Technology (Bachelor of Fine Arts – PLO 10): Preparation and presentation of a professional résumé and a portfolio of design-and technology-related work that demonstrate one’s abilities, strengths, processes, and experiences.
    • LAC GT Pathways Competency, Critical Thinking (SLO 5b): Reflect on implications and consequences of stated conclusion.
    • LAC International Studies (SLO 6): Reflect on the impact of one’s own sense of identity, community, ethics, and/or perspective, in the context of a world composed of interdependent yet often inequitable systems.
    • LAC Multicultural Studies (SLO 7): Reflect on one’s role in systems of oppression, privilege, and/or power and the various ways one’s role can contribute to ensuring equity, inclusion, and justice.
  • Demonstrate practices that promote health and well-being.
    • Exercise Science (Bachelor of Science – PLO 3): Students will demonstrate the ability to think critically, problem solve, and apply scientific and theoretical concepts related to exercise science.
    • English (Bachelor of Arts – PLO 5): Graduates will be able to envision and articulate, critically and creatively, alternative ways of living in the world for both individuals and communities, therefore enabling personal growth and social responsibility.
    • LAC GT Pathways Competency, Civic Engagement (SLO 3a): Create a personal value system that aligns with civic actions and addresses the responsibilities of an active citizen in society.
    • LAC Multicultural Studies (SLO 6): Recognize strategies for disrupting and dismantling systems that perpetuate oppression, privilege, and/or marginalization in order to promote equity and increase access and opportunity for traditionally excluded communities.