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Step 2: Identify Specific Program Outcomes

On the surface, it might seem that goals and outcomes are synonymous, but that is not the case. Student learning goals are statements, tied to the program mission, that describe what learning graduates of a program should accomplish. On the other hand, program-level student learning outcomes (SLOs) are statements that describe how students can show they have achieved the program-level goals.

Important: Documentation Requirement

During Step 2 of the VTSU program assessment process, a template is used to develop the Degree Map & Milestones document.

As shown in the following diagram, from Massa and Kasimatis’s Meaningful and Manageable Program Assessment: A How-To Guide for Higher Education Faculty, the program’s mission statement, which provides a general description of expectations, is connected to the student learning goals. The goals, in turn, are linked to multiple student learning outcomes. This creates a vital alignment between the general expectations of the mission, from which the goals are drawn, and the specific and measurable learning outcomes students must attain to demonstrate their learning.

Graphic depicting the relationship between the program mission statement, student learning goals, and student learning outcomes.
Massa & Kasimatis: Relationship of Mission, Goals, Outcomes
[click image to enlarge]

What is included in a student learning outcome?

  • An opening phrase that indicates which individual(s) will be assessed. A commonly used phrase is “Students will”.
  • An action word indicating how students will demonstrate their learning.
  • A learning statement indicating what the student should know, be able to
    do, or value.

What are the attributes of a well written student learning outcome?

  • An SLO should be a concise and jargon-free statement that describes how students can demonstrate their mastery of student learning goals.
  • A meaningful outcome is written in a manner that allows achievement to be measured.
  • A well written outcome should include only a single learning statement and action word.
  • In addition to being measurable, a student learning outcome should be appropriate, realistic, and attainable.

What are some additional recommendations?

  • It is recommended that VTSU programs establish 5 outcomes with one being reviewed annually as required for the 5-year PReCIP cycle.
  • Leverage multiple faculty perspectives by developing the outcomes in a small group format.
  • Ask the remaining faculty members teaching in the program to review the draft outcomes and provide feedback to the group.
  • Check clarity by asking non-departmental faculty members, and perhaps a small group of students, to review the draft outcomes.
  • Consider and decide upon the number of SLOs that will be needed to determine if students have acquired the knowledge, skills, and values the mission and learning goals indicate are essential.

What are some examples of student learning outcomes?

Below are some examples of student learning outcomes organized by program and drawn from other institutions of higher learning.

  • Apply the core principles of financial and management accounting in a business context.
  • Apply quantitative analysis and interpretation to finance and management accounting in business problems.
  • Apply the core principles of accounting information systems in a business context.
  • Present information in a professional manner, both orally and in writing.
  • Know and understand the ethical responsibilities of business professionals.

Source: Temple University (retrieved April 11, 2024).

  • Demonstrate knowledge of historical, business and cultural issues that inform current and future media environments.
  • Apply theoretical and/or ethical concepts in a practical media environment.
  • Understand the role of diversity throughout all aspects of American and/or global media environments.
  • Write well-executed treatments, scripts, critical essays and/or research papers, employing information literacy in the process.
  • Analyze and/or execute key elements of production.

Source: California State University, Fullerton (retrieved April 11, 2024).

  • Conduct independent research, master an available body of research-based knowledge, and apply that knowledge to the solution of practical problems.
  • Be able to explain the major theoretical perspectives of criminology/criminal justice and apply these perspectives to real world problems, circumstances, or situations.
  • Develop an understanding of basic concepts & principles of research methodology and design in order to examine topical questions in criminal justice.
  • Develop an understanding of basic concepts & principles of statistical analysis and apply them to the analysis of criminal justice issues.

Source: Illinois State University (retrieved April 11, 2024).

  • Summarize the development and implementation of educational policies and reforms.
  • Describe the historical, economic and socio-cultural community context that shape and influence local education and schooling.
  • Review, select, synthesize and apply research and practitioner literature to examine educational issues.
  • Describe the landscape of contemporary education reform and identify skills used by advocates seeking change.
  • Identify and apply effective practices for ethical and equitable leadership in school, school district, community and systems.
  • Explain the influence of race/ethnicity and social class on education policy and opportunities for individuals.

Source: Temple University (retrieved April 11, 2024).

  • Acquire foundational knowledge pertaining to the study of human movement and physical activity.
  • Be able to apply foundational knowledge of human movement and physical activity.
  • Demonstrate the ability to assess human performance related characteristics of individuals from diverse populations.
  • Demonstrate the ability to design, implement, manage and evaluate safe and effective physical activity programs for individuals from diverse populations in a variety of settings.
  • Effectively engage in critical thinking and communication regarding contemporary issues related to human movement and physical activity.
  • Be a proponent of leading a physically active lifestyle.

Source: Illinois State University (retrieved April 11, 2024).

  • Explain causes and consequences of change over time across different eras.
  • Explain causes and consequences of change over time in and across different global regions.
  • Explain causes and consequences of change over time within diverse societies.
  • Devise a research project driven by a thesis, informed by historiographical contexts, and structured by a clearly articulated analytical framework appropriate to the field of study.
  • Defend a historical interpretation with critical use of primary and secondary sources.
  • Effectively communicate historical knowledge and understanding orally.
  • Effectively communicate historical knowledge and understanding in writing.

Source: California State University, Fullerton (retrieved April 11, 2024).

  • Develop a rigorous concept of language in all its aspects, as well as an interdisciplinary sensibility demonstrating an advanced understanding of connections among the social sciences and the humanities.
  • Gain a thorough understanding of linguistic diversity and commonalities by examining both, the internal variation in a given language, particularly in English, as well as cross-linguistic variation.
  • Demonstrate advanced research, writing, and expressive skills to see connections among complex materials, and to clearly communicate an understanding of their underlying meanings.

Source: California State University, Fullerton (retrieved April 11, 2024).

  • Understand critical management concepts in sport and recreation.
  • Demonstrate effective oral, written and interpersonal communication.
  • Interpret sport and recreation using culturally competent perspectives that advance diversity, equity, and inclusion in sport and recreation.
  • Align personal conduct with professional standards in sport and recreation.
  • Analyze sport and recreation management problems using multiple perspectives and relevant data.

Source: Temple University (retrieved April 11, 2024).

  • Demonstrate a comprehensive knowledge of Theatre History and Literature from the earliest beginnings of the art to the modern day.
  • Demonstrate an ability to analyze Theatrical Literature in its many forms and from a variety of viewpoints and perspectives.
  • Critically evaluate, orally and in writing, the elements of production and performance as conceived by the various artists and executed by actors, technicians, and production personnel.
  • Apply skills and techniques in working with the materials of technical theatre including those involved in the creation of sets, costumes, makeup, lights and sound.
  • Communicate interpretations and conceptualizations of theatrical material orally, in writing, and through performance or other means of artistic expression.
  • Collaborate successfully with other students and artists in the creation and execution of work for the theatre in one or more capacities, including as actors, directors, designers, playwrights, technicians, stage managers and production personnel.

Source: California State University, Fullerton (retrieved April 11, 2024).