Enter the program learning outcome statement. (e.g. “Upon successful completion of the degree program, students will be able to…”)

Program learning outcomes are clearly articulated statements about what students should know and be able to do at the completion of the degree program. The unit of interest is the program and the focus is on student learning. The program learning outcome is not focused on an individual student, instructor, or course.

In which courses or program-based experiences do students have the opportunity to learn or practice this outcome? Enter any relevant narrative here or upload the program’s curriculum map.

Use the curriculum map to identify which courses and requirements help students meet the intended learning outcomes. For a downloadable template and instructions, visit Align Program Learning Experiences with the SLOs (Curriculum Map)​.

You only need to upload the map once. For all subsequent outcomes, enter “see curriculum map” in the text box.

What evidence does the program use to understand student learning or performance for the learning outcome? For each outcome, identify how the students demonstrate their achievement and their perceptions of learning.

Programs typically collect both direct and indirect evidence/data of student learning. Direct evidence refers to evidence/data based on actual behaviors and products. Direct evidence demonstrates the learning that has occurred. Examples: exams, course work, oral performances, research reports, dissertations. Indirect evidence refers to evidence/data based on self-reports and are typically collected using surveys.

One method to collect evidence may address multiple learning outcomes. For example, a written project may be evaluated on writing communication, research methodological knowledge, and content knowledge. One or more measures (e.g., rubrics) may be used to evaluate the written project.

Select one or more of the following methods:

• Artistic exhibition/performance
• Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
• Capstone work product (e.g., written project or non-thesis paper)
• Exam created by an external organization (e.g., professional association for licensure)
• Exit exam created by the program
• Oral performance (oral defense, oral presentation, conference presentation)
• Portfolio of student work
• Publication or grant proposal
• Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
• Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
• Thesis or dissertation used for program-level assessment in addition to individual student evaluation
• Alumni survey that contains self-reports of SLO achievement (Indirect measure)
• Employer meetings/discussions/survey/interview of student SLO achievement (Could be Direct or Indirect measure)
• Interviews or focus groups that contain self-reports of SLO achievement (Indirect measure)
• Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement
• Student surveys that contain self-reports of SLO achievement (Indirect measure)
• Other Evidence

Is this learning outcome included in the assessment plan for the program’s Learning Enhancement Action Plan (LEAP)? LEAPs were started in AY2024 and are phased in for each undergraduate degree program as it completes program review. For more information about LEAPs, see Learning Enhancement Action Plans (LEAPs).

• Yes, included in current LEAP
• Yes, included in past LEAP
• No, not included in current or past LEAP