The underlying assumption of the Curriculum section of the Course Curriculum Document
(CCD) is that there is a relationship that integrates Institutional Learning Outcomes (ILOs), the
course specific Student Learning Outcomes (SLOs), and Assessment Strategies. The design of
the matrix used in this portion of the Course Curriculum Document is organized around this
idea and is intended to reinforce this conceptual framework. The assessment plan for your
course content will produce data for both SLOs and ILOs. This system enables the College to
easily collect ILO data.
• STUDENT LEARNING OUTCOMES/INSTITUTIONAL LEARNING
OUTCOMES/ASSESSMENT STRATEGIES
You will be asked to enter the information for one Student Learning Outcome at a time.
1. Enter a Student Learning Outcome.
SLOs are designed to be broad statements about what students learn in the course and
should reflect achievement levels consistent with vocabulary from learning taxonomies
(such as Bloom’s). For this document, the outcomes should be the overall, final
expectations for student learning and are generally not as detailed as the objectives for a
single learning experience. Typically, 8-10 outcomes will adequately describe a
course.
You may choose to enter all the SLOs first by clicking on “Skip completing this SLO
and enter a new SLO” on the ILO page. To change the order of the SLOs, use the grey
arrow to the right of each SLO on the main Curriculum page. This arrow takes the SLO
to the top of the list, not up one place at a time.
Writing SLOs: The primary question to ask when writing a learning outcome is: “How
will the student be changed by this class?” Are they expected to learn new knowledge or
skills? Are the desired outcomes more about values, attitudes or motivation? It may be
helpful to distinguish between different types of outcomes, such as:
- Subject specific outcomes relating to the knowledge or skills essential or particular to
this discipline.
- General education or institutional outcomes relating to broader academic knowledge
or skills that might be expected of any graduate. These are not confined to any
particular discipline.
- Personal/transferable outcomes, sometimes called life skills, and the ability to
transfer knowledge, skills or values from one situation to another.
For more help writing Student Learning Outcomes, go to http://cms.grcc.edu/centerteaching-excellence/assessment-student-learning or contact the Center for Teaching
Excellence.
2. Choose the appropriate Institutional Learning Outcome levels from the
dropdown list.
Each ILO has three levels with Level 1 being the most basic and Level 3 being the most
complex achievement of that outcome. Please choose only the highest level students are
expected to reach in the course. For example, if you choose Communication Level 3, do
not also list Communication Levels 1 and 2. Not all courses achieve the highest level of
the identified ILO, however, within a sequence of courses in a curriculum, a progression
from basic to higher ILO levels should occur. To see descriptions and examples of
classroom activities for each level, click on the links lower on the page.
Here some other guidelines:
- List an ILO only if the ILO is assessed in the course.
- Do not list an ILO if it is a prerequisite skill only.
- There may be more than one ILO associated with a student learning outcome (SLO).
- There may not be an ILO connection for every SLO.
- Most courses will not address all the ILOs.
If you are revising a course, below is a chart showing how the former General Learning Outcomes
are related to the Institutional Learning Outcomes.
ILOs
Communication Skills
Critical Thinking Skills
Social Responsibility Skills
Personal Responsibility Skills
GLOs
Communication, Interpersonal, Technology
Computation, Critical Thinking, Information
Management, Technology
Interpersonal, Diversity,
Sustainability/Community Engagement
Interpersonal, Personal, Diversity
3. Choose the assessment strategies from the dropdown list or add your own.
Include all that apply for that SLO and its associated ILOs.
Assessment is evidence of the extent to which a student can successfully accomplish a
learning outcome. Evidence of learning can be gathered in a number of different ways.
The dropdown list includes a number of common strategies:
- Objective Test/Quiz (Multiple Choice, T/F, matching)
- Written Test/Quiz (essay)
- Performance-Based Assessment (Authentic)
- Oral Response/Discussion
- Collaborative work
- Project
- Presentation
- Written Assignment
For more assistance with ILOs or assessment strategies contact Elaine Kampmueller at
[email protected].
Below is a template that shows how the SLOs, ILOs and Assessment Strategies will appear
when the Course Curriculum Document is viewed or printed.
DEPARTMENTAL REQUIREMENTS FOR ASSESSMENTS
List any standard or common assessments given in all sections of the course. For example,
does the course include standard assessments that students must complete at a certain level?
Will all sections require the exact same assignment, a common final, or a set of common
questions on tests? Percentages of the overall course assessment strategies can also be
included in this section, if the department/program desires. If there are no departmental
requirements for assessment for this course, enter “None” in this section. If you are not sure
whether common assessments are required, please check with your Department
Head/Program Director.
•
COURSE OUTLINE
Provide the topics to be covered in this course in outline form. Ideally, the outline will not
be longer than two (2) pages.
•
INSTRUCTIONAL STRATEGIES
List the percent ranges for the different instructional strategies to be employed in teaching
this course. Each course should include a mix of strategies to engage diverse students in
learning. Percentages should be specified as a range, i.e. 20%-30%, to allow for individual
instructor variation. If you are reviewing a course that has multiple sections taught by
several faculty, it is important to have a conversation with your colleagues about the
percentages.
The following are examples and are not meant to be inclusive:
 Percentage of lecture
 Percentage of facilitated discussion
 Percentage of mediated instruction (video, computer, etc.)
 Percentage of group work
 Other
ILO
Student Learning Outcomes
Assessment Strategies
1.
2.
3.
The lower ends of the percentages should add up to less than 100% and the upper ends
should exceed 100%.
ILO
Communication Level 2
Critical Thinking Level 2
Student Learning Outcomes
1. Describe and demonstrate examples of
problem-solving methods used in geology.
Communication Level 2
2. Draw the hydrologic cycle and define the terms.
Assessment Strategies
Written Test
Performance-Based
Assessment
Objective Test
Written Test
Performance – Based
Assessment
•
PREREQUISITES
This section will be included with the course description in the catalog. List the GRCC
courses that a student should have completed before taking this course. Unless otherwise
stated, prerequisites are enforced, with a grade of C- required in the stated course or courses.
Other prerequisites might include scores on placement tests or acceptance into a program.
Please check with the registrar in the Student Records office if you have questions about our
ability to enforce a particular prerequisite: [email protected], 234-4121
•
CO-REQUISITES
Is there a course or are there courses that students must take at the same time as this course?
This section will be listed with the course description in the catalog.
•
GENERAL EDUCATION GRADUATION REQUIREMENTS:
Will this course fulfill any GRCC Associate Degree Group Distribution requirements listed
below? If you choose a category, the General Education Distribution team will be notified
and will contact you about this course. Definitions and outcomes of the Distribution
requirements can be found at http://cms.grcc.edu/interdisciplinary-studies-andinstructional-support/curriculum/college-level-curriculum/general-educ. If the course does
not fulfill a requirement, simply choose “none” from the dropdown list.
SS = Social Science
NS = Natural Science
H = Humanities
EN = Writing
WE = Wellness
•
RECOMMENDED SKILLS AND/OR KNOWLEDGE
List courses or skills that students should have before taking this course. These will not be
enforced, but will be listed with the course description in the catalog.
Examples:
- College level reading ability
- High school algebra skills
- EN 101 and EN 102 passed with a B or higher
Familiarity with Microsoft Office programs (Word, Excel, PowerPoint