After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

The first step in an assessment cycle is to identify the learning outcomes that should occur for each Program. A well-formulated set of Program Learning Outcomes (PLO) will describe what a faculty ...

This guide has been created to support WMU instructors in the design and development of courses for all modalities, helping them to create learning experiences that meet instructional goals and ...

The first phase of Functional Course Design, which includes steps one and two of the framework, is focused on supporting instructors in the examination of their own and learner expectations for the ...

These courses are narrower in one or more of the geographical, chronological, and thematic approaches of a 100 level course. They meet the learning outcomes listed below. Identify, analyze, and ...

Assessment is the systematic collection, review, and use of information about educational programs to improve student learning and development. All academic programs at RIT engage in program ...

Student learning outcomes (SLOs) in our academic and co-curricular programs reflect the specific types of learning (knowledge, skills, dispositions) we expect as a result of students’ educational ...

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Title: Cross-Level Listing of Undergraduate and Graduate Courses Responsible Office: Office of the Provost Effective Date: September 14, 2023 Last Updated: June 21, 2024 This policy applies to William ...