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SLOAC: Cuyamaca College Institutional Learning Outcomes

Assessment

INSTITUTIONAL LEARNING OUTCOMES

Endorsed by  Academic Senate on Feb 11, 2016Approved by CCC on April 12, 2016.

‚ÄčThe Institutional Learning Outcomes are a promise to the communities that Cuyamaca College graduates and those transferring to a four-year college or university, will be able to demonstrate the knowledge, skills, and abilities contained within all of the ILOs based on general education and discipline-specific courses. Students who earn a certificate, or have taken courses for personal educational development, will be expected to demonstrate the knowledge, skills, and abilities specified within one or more of the five competencies. 

ILO 1: Communication Competency
Students will be communicate effectively to different audiences, though various modes of communication. 

ILO 2: Information Literacy
Students will identify, evaluate and integrate information effectively in various contexts.

ILO 3: Critical Thinking
Students will analyze situations, evaluate options, and synthesize findings to make well-justified decisions.

ILO 4: Cultural Competency
Students interact effectively with others, taking into account their diverse backgrounds, to work competently in cross-cultural situations.

ILO 5: Academic and Personal Responsibility
Students will set goals, use college resources, and have the knowledge and skills necessary to achieve their goals in a timely manner.

This section clarifies ILO definitions for assessment purposes

1. COMMUNICATION COMPETENCY

Students will communicate effectively to different audiences, through various modes of communication.

     Concerning the knowledge element, the student identifies communication theories and strategies that are relevant to the situation and appropriate to the intended audience.
     The skills and abilities element include but not limited to the following examples
a. Communicates information in a clear and accurate manner, uses appropriate language.
b. Evaluates evidence to illustrate meaning and convey understanding.
c. Presents a purposeful and well-prepared presentation, using compelling delivery techniques. (“Presenting” requires fluency not only in English or another language, but often also in other symbol systems, such as logical, mathematical, visual, spatial, musical, electronic, or gestures and movements.)

INFORMATION LITERACY

Students will identify, evaluate, and integrate information effectively and ethically in various contexts.

     Concerning the knowledge element, students identify the legal, social and ethical aspects surrounding information and information technology.
     The skills and abilities element include but not limited to the following examples:
a. Analyze data and interpret results, refraining from “jumping to conclusions’ based on invalid or vague information.
b. Documenting texts and resources legally and ethically (avoiding plagiarism).
c. Evaluating information from multiple sources based on usefulness, reliability, validity, accuracy, authority, timeliness, and point of view or bias. 
d. Determine the extent of information needed
e. Access the needed information effectively and efficiently
f. Evaluate information and its sources critically
g. Incorporate selected information into one’s own knowledge base
 

CRITICAL THINKING

Students will analyze situations, evaluate options, and synthesize findings to make
well-justified decisions.

     Concerning the knowledge element, student identifies the various modes of inquiry and processes for solving problems.
     The skills and abilities element include but not limited to the following examples:
a. Logical reasoning – ability to analyze arguments for their logic, validity, relevance.  scientific reasoning – ability to  draw
b. conclusions based on observation, analysis and evaluation.
c. Quantitative reasoning – ability to draw conclusions based on computation, application and inference.  
d. Aesthetic reasoning – draw conclusions by analyzing artistic or literary works.
e. Qualitative reasoning – draw conclusions by identifying patterns and trends from descriptive information.
f. Ethical reasoning - draw conclusions about values and human actions by analyzing situations posed in the context of historical, literary, or philosophical circumstances

Generates purposes
Raises questions
Uses information
Utilizes concepts
Makes inferences
Makes assumptions
Generates implications
Embodies a point of view

After much debate, SLOAC decided to leave creative thinking as a program level outcome. Creative thinking  is divergent, critical thinking is convergent; whereas creative thinking tries to create something new, critical thinking seeks to assess worth or validity in something that exists; whereas creative thinking is carried on by violating accepted principles, critical thinking is carried on by applying accepted principles.Creative thinking is generative in purpose whereas critical thinking is analytical in purpose.

CULTURAL COMPETENCY

Students will interact effectively with others, taking into account their diverse backgrounds, and work competently in cross-cultural situations.

     Concerning the knowledge, student has the knowledge of, respect for, and sensitivity towards individuals of diverse ethnicity, age, gender, sexual orientation, and religious affiliations as well as towards those individuals with diverse abilities and from diverse socioeconomic classes.
     The skills and abilities element include but not limited to the following examples:
a. Work effectively in cross-cultural situations.
b. Use appropriate language or behavior with others.
 

ACADEMIC and PERSONAL RESPONSIBILITY (APR)
Students will set academic goals, use college resources, and have the knowledge and skills necessary to achieve their goals in a timely manner.

     Concerning the knowledge, student identifies goal-setting, time-management strategies and college resources.
The skills and abilities element include but not limited to the following examples:

a. Teamwork skills. Students will communicate and work effectively in groups on a common progect.
b. Demonstrates personal responsibility in a classroom through good attendance, punctuality, and performance of required tasks.
c. Make connections between academic learning at Cuyamaca College and the knowledge and skills necessary for careers of interest.
d. Develop specific goals and plans to prioritize, organize, and accomplish work

 

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