CCRSubmissionWorkshop

May14,2014

WorkshopLearningOutcomes

CCR Submission Workshop:

Preparing and Reviewing CCRs

Accessthenewcurriculumchangerequest(CCR)system:
CourseInventoryManagement(CIM)
Describetherevisedstepsinthereviewprocess
DescribecoresubstantivecomponentsofaCCR
Studentlearningoutcomes(SLOs)
Curriculummap
Articulation
Writemeasureablestudentlearningoutcomes
Distinguishbetweenstudentlearningoutcomesfor
undergraduateandgraduatecourses
Constructacurriculummap
Determinewhenarticulation isneeded

Dr.ClaudiaJ.Stanny
Director
CenterforUniversityTeaching,Learning,andAssessment
Dr.JimArruda
AdministrativeFellowforAcademicProgramsandCurriculum
OfficeoftheProvost
CarolynBeamer
CCRCoordinator

CCRSubmissionWorkshop
May14,2014

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CIMSystem

CCRWorkshop

CIMSystem

TheCIMsystemisasoftwareprogramthatthe
universitywillusetoprocesscourseandprogram
CCRsnextcycle

CIMS

AdvantagesoftheCIMsysteminclude:
Familiarity
Articulation
Workflow
Catalogentry
CATALOG

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CIMSystem

BANNER

CCRWorkshop

CIMSystem

Familiarity

Articulation

Rationale
CourseDetails
CourseAttributes
MethodsofInstruction

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CIMSystem

CIMSystem
AccessingtheSystem

Workflow

WebsiteaccessusingFirefoxgoto
https://nextcatalog.uwf.edu/courseadmin/
LoginusingUWFCredentials

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CCRWorkshop

CIMSystem
HelpSessions(CourseCCRs)

TuesdayMay20,2014

Building79/1802pm4pm
ThursdayJune12,2014

Building79/180

ThursdayJune26,2014

*TrainingforProgramswill
begininAugust.

CCRWorkshop

CIMtraining

DeadlineforCCRsubmissionforfall2015
implementation

9am 11am

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May2014

September19,2014

ThursdayJuly24,2014

Building79/180

CIMsystemopentoCCRs

ThursdayJuly10,2014
ThursdayMay29,2014

CCRWorkshop

CCRReviewCalendarfor20142015

Classes(CourseCCRs)
9am 11am

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WriteSMARTStudentLearningOutcomes

WhatareStudentLearningOutcomes?

S Specific
M Measurable
A Attainable/Appropriateforthe

Statementsthatdescribewhatstudentswillbe
abletoknow,do,or value asaresultoftheir
educationalexperience
Writteninlanguagethatclearlyimpliesa
measurablestudentbehaviororqualityof
studentworkproduced

courseorprogramlevel(undergrad/grad)

R Relevant/Realistic
T Timelyforthelocationofthecourse
inthecurriculum

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SMARTSLOssetthestageforSMART
programlevelassessments
S Specific: Diagnosticassessmentdata

ProgramCCRs,ALCs,andALPsmustincludeSLOs
alignedwitheachofthefollowingdomains
Content
disciplineknowledgeandskills

Measurable:Assessmentstrack

Criticalthinking

improvementsinstudentlearning

A
R
T

skillinanalysis,synthesis,anduseofevidence;problem
solving

Actionoriented:Findingswillsuggest
strategiestoimplementimprovements

Communication

Relevanttodisciplinarygoals

Integrity/values

Timely:Focusonassessmentquestions

Projectmanagement

speaking,writing
academicintegrity,disciplinespecificethicalissues
selfregulation,teamworkskills

(SLOsyouarereadytoaddress)
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SLOsshouldreflecthowacademic
skillsdevelopovertime

WritingProgramLevelSLOs
ThinkoftwoUWFgraduates
Bothearnedhighgradesat
UWF.

General Education
Lower Division Courses

Youfeelproudandconfident
aboutonegraduatewhileyou
havesomereservationsabout
theother.

Upper Division
Courses

Graduate Courses

Whatarethecharacteristicsofstudentlearningthat
makeyouproudandconfidentaboutonegraduate
anduneasyabouttheother?
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The full list is available on the CUTLA web site:

http://uwf.edu/offices/cutla/
Services for Assessment
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Learningoutcomesshoulddescribelearning
thatisappropriateforthelevelofexpertise
expectedofstudentsatagivenlevelofstudy

SLOsandassignmentsforduallistedcoursesmustdescribethe
appropriateexpectationsforlearningforgraduatestudentsin
concrete,measurabletermsbasedontangibleevidence

LowerLevelCourses
(1000&2000):

GraduateCourses
(5000,6000,7000)

SLOsdescribeknowledge,
comprehension,andapplication;
mightincludeafewhigherorder
skills

SLOsmaydescribeknowledge,
comprehension,andapplication
skills,especiallyifcontent
representsprogressivelymore
complexandrigorousdisciplinary
knowledge

UpperLevelCourses
(3000&4000):

Identifyprogressivelymorecomplexandrigorousstudent
learningoutcomes fortheawardofgraduatecredit

SLOsdescribeanalysis,synthesis,
andevaluationataclearlyhigher
levelthanexpectedfor
undergraduatestudents
Handout: Graduate Level Student Learning Outcomes

GreateremphasisonSLOsthat
describeanalysis,synthesis,and
evaluationskills
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WhatquestionsshouldIaskwhenI
evaluateSLOs?

EvengraduatelevelcourseswillrequiresomeSLOswritten
atBloomslevelsof knowledgeandunderstand when
studentsencounternewbutcomplexdisciplinarycontent
Considerthedifficultyandchallengeposedbycontentas
wellasthelevelofBloomrepresentedbytheverbswhen
youevaluatetheappropriatenessofanSLOfor
undergraduateorgraduatework
CCRWorkshop

Requiredreadings
Contenttopics
Assignmentsorexperientialactivities

Describeevaluationmethodsforstudentworkthat reflect
higherexpectationsforcognitivemasteryexpectedof
graduatestudents(donotjustassignalongerpaper)
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WordsthatdonotproducemeasurableSLOs:
Know
Understand
Appreciate
Thesearelaudablelearninggoals,buthowwouldastudent
demonstratethatthesehaveoccurred?

Solution:
Identifybehaviorsandactivitiesthatcouldbeobservedand
measuredordescribethequalityofproductsthatwould
provideevidencefortheseoutcomes.
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HowtoeditanSLOtodescribe
measurablestudentbehavior

WhenshouldaCCRrequestarticulation
withotherdepartments?

OriginalSLO:

Completeanindepthexplorationoftheliteratureona
problemortopicinDisciplineX.
Evaluation:

Exploration isnotameasurableactivitybutthequality
oftheproductofexploration wouldbemeasurable
EdittheSLOtodescribelearninginmeasurablelanguage:

Writeapaperbasedonanindepthexplorationofthe
literature
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Suggestingeditsforproblematic
languageinSLOs

Istheoutcomemeasurable?
Dothecollectionofoutcomesrepresentlearningthat
isappropriateforthecourselevel?

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Identifyadditionalcontentandassignmentsforstudents
earninggraduatecreditthataredistinctfromthoseusedfor
studentsearningundergraduatecredit

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22

Similarorshareddisciplinarycontent
Prerequisitecourses
courseisaprerequisiteordependsonaprerequisite
courseofferedbyanotherdepartment
Servicecourses/minors
GeneralStudiescourses
Coursecontributestoamajororminorofferedby
anotherdepartment
Minoriscompletedbymanymajorsinanotherprogram
Courseorprogramhaspotentialtoaffectenrollmentsin
courses/programsofferedbyanotherdepartment

Whenindoubt,requestarticulation
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CurriculumMapsdescribethestructure
andcoherenceofanacademicprogram

CurriculumMapExample
Describesassignmentsorembeddedassessments

CurriculumMap:agraphic/matrixthatdescribesthe
contributionofcoursestoprogramlevellearning
outcomesinthecurriculum
MatrixColumns:identifycoursesrequiredtocomplete
theprogram
MatrixRows:describeprogramlevellearning
outcomes
MatrixCells:describecriticallearningexperiences,
embeddedassessments,orexpectedleveloflearning
inacoursethatalignwithandsupportprogramSLOs
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Describeslevelofstudentlearningexpected

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CertificateorStandAloneMajor
CurriculumMapExample

CurriculumMapExample

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Howprogramscananswerprogramlevel
assessmentquestionswithacurriculummap

Interpretingpatternsinacurriculummap

Areoutcomesaddressedinalogicalorder?
Dostudentsgetenoughpracticewithaskillbefore
theyareexpectedtodemonstratemastery?
Dosomeoutcomesgetcoveredmorethanothers?
Aretheregaps(SLOsthatareneglected)?
Doallrequiredcoursescontributetoatleastone
programSLO?
Aretherelogicalplacestoembedassessmentbased
onexistingassignments?
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AllprogramCCRsmustincludealink
totheprogramscurriculummap
Jim Arruda

DepartmentsshouldpostlinkstoALCandALP
documentsandCurriculumMapsonthe
departmentwebsitetothePDFfilesfor
thesedocumentsarchivedontheCUTLAsite

jarruda@uwf.edu
474-2361

Claudia Stanny
cstanny@uwf.edu
857-6355

LoriGlazewillsendyouinformationabouthowtocreatelinksin
thenewCMSwebtemplatesforALCs,ALPs,andcurriculum
maps

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Carolyn Beamer
cbeamer@uwf.edu
474-2228
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