Building an integrated student learning outcomes assessment for general education: Three case studies

Abstract

Using experiences from three institutions, the authors describe a three-stage process for designing an integrated general education program that takes into account institutional differences. The three stages are (1) establishing initial discussions that lead to alignment of key university SLOs with key general education SLOs, (2) training and workshopping with faculty groups and administrators whose first task usually is to work with the key general education outcomes and select the appropriate measures for them, and (3) training and workshopping with faculty groups who teach the junior and senior courses that most majors take (the required courses, or courses such as senior capstones) to develop and establish course-embedded assessment in the assessment plans of the degree programs. 79 8

Course-embedded assessment in Korean nursing baccalaureate education

“…However, if even one program outcome does not achieve a 50% success rate, the learning goal is considered not to be accomplished [ 2 ]. Every program outcome is weighted relative to other program outcomes based on importance [ 12 ]. Weighted program outcomes were calculated and students’ competencies were confirmed.…”

“…The third step is refinement of the evaluation and reflecting on the future curriculum. This circular process bases systematic modification of past curriculum in accordance with assessment results [ 2 , 12 ]. Evaluation results were confirmed, incorporated into the refined evaluation, and reflected in the next curriculum.…”

“…It enhances the ease and effectiveness of program outcome evaluations, as has been shown in some Korean studies in the field of engineering [ 9 ]. In addition, CEA has been applied in the areas of business [ 10 ], marketing [ 11 ], arts and science education [ 12 ], and nursing [ 13 ], although there has been no previous research specifically regarding the introduction of CEA within an applied nursing curriculum. This study aimed to full this research gap.…”

Travelling Detectives

“…69 More often than not, they fight against intrusive alien forces in Germany. But even these completely Germanized versions were stopped due to an alleged shortage of paper in 1941.…”

General Education Assessment Plan: A Four-Tiered Approach

“…Shipman et al (2003) also mention the use of incentives such as stipends and grants to get faculty involved with assessment on campus. Faculty involvement is also mentioned by Galle and Galle (2010) among important factors for assessments of integrated student learning outcomes (slos) for general education. Galle and Galle present three case studies about integrated slos for general education at the University of Louisiana at Monroe, Oxford College at Emory University, and Southern Polytechnic State University.…”