Imbedding Learning Outcomes Across the Curriculum

As explained in the Cascadia Community College Self Study for Consideration of Accreditation Candidacy 2002, Learning outcomes, and the assessment of those outcomes, are at the core of Cascadia's educational programs. Expected learning outcomes are identified and published in a variety of publications, including the college Catalog, the quarterly Schedule of Classes, brochures (for professional technical programs and certificates), Course Outcomes Guides (COGs), and the individual syllabus for each course. The syllabi are reviewed by the LOT Leads for the classes taught by associate faculty, and by the Tenure Working Groups and the Tenure Review Committee for the classes taught by full-time faculty.

Outcomes are identified at several levels: (1) College-wide Learning Outcomes, (2) Distribution Area Learning Outcomes for the Associate in Integrated Studies (AIS) and Associate in Science (AS) transfer degrees, (3) learning outcomes for the Associate in Applied Science (AAS) degree and professional technical certificates, and (4) learning outcomes for each course offered at Cascadia. In order to successfully complete a degree or certificate program at the college, students are required to fulfill the defined outcomes. The same outcomes are used regardless of the method of delivery (e.g., online course, Learning Communities, or telecourses).

Assessment

Cascadia is currently developing a coordinated, college-wide plan to assess the effectiveness of its educational programs.

College-wide Learning Outcomes

The College-wide Learning Outcomes "are the learning goals for all Cascadia students, faculty, administrators and staff. When practiced as lifelong learning habits, they encourage personal growth, enhance productive citizenship, and foster individual and cooperative learning. As they are assessed inside and outside the classroom, these outcomes guide learning, decision-making, and actions by all members of the college community" (2000-2001 college Catalog). These concepts are indeed central to Cascadia's entire structure. This is not to say, however, that they are static or "sacred" texts, for much work is currently being done in the Learning Outcome Teams (LOTs) in coordination with the Institutional Effectiveness Committee (IEC) to further define these outcomes and to develop rubrics for assessment (see section 2.B.1 of this Self Study for more on this work). The four College-wide Learning Outcomes, are widely published and a familiar part of each student's experience at Cascadia with 81.1% of the students saying that faculty address the College-wide Learning Outcomes in their classes The College-wide Learning Outcomes have the following definitions:

Learn Actively

Learning is a personal, interactive process that results in greater expertise and a more comprehensive understanding of the world.

• Develop expertise, broaden perspectives and deepen understanding of the world by seeking information, and engaging in meaningful practice.
• Construct meaning from expanding, and conflicting information.
• Engage in learning both individually, and with others, through reading, listening, observing, and doing.
• Take responsibility for learning.

Communicate with Clarity and Originality

The ability to exchange ideas and information is essential to personal growth, productive work, and societal vitality.

• Organize and articulate ideas for a range of audiences and purposes.
• Use written, spoken, and symbolic forms to convey concepts creatively.
• Use technology to gather, process, and communicate information.

Think Critically, Creatively, and Reflectively

Reason and imagination are fundamental to problem solving and the critical examination of ideas.

• Create, integrate, and evaluate ideas across a range of contexts, cultures, and areas of knowledge.
• Recognize and solve problems using creativity, analysis, and intuition.
• Examine one's attitudes, values, and assumptions and consider their consequences.

Interact in Diverse and Complex Environments

Successful negotiation through our increasingly complex, interdependent, and global society requires knowledge and awareness of self and others, as well as enhanced interaction skills.

• Build interpersonal skills through knowledge of diverse ideas, values, and perspectives.
• Collaborate with others in complicated, dynamic, and ambiguous situations.
• Practice civility, empathy, honesty, and responsibility.

Distribution Area Learning Outcomes

In addition to the four overarching College-wide Learning Outcomes, specific outcomes are identified in the transfer degree programs for each of the following distribution areas: a) foundations, b) communication, c) quantitative reasoning, d) cultural competence, e) humanities, f) social sciences, and g) natural sciences (see 2001-2002 Catalog on page 37, These outcomes are built into each Course Outcomes Guide, which is utilized by faculty to create the syllabus for each course

Learning Outcomes for Professional Technical Degrees and Certificates

Specific learning outcomes for professional and technical degrees (in Network Technology, Software Programming Technology, and Web Technology) and for certificate programs are detailed in the 2000-2001 college Catalog on pages 38-42 In-depth explanations and rationale are provided concerning the core curriculum, skill standards, work-based learning, threads of learning, and articulation between certificates and degree programs.

Course Outcomes Guides (COGs)

As part of the development and approval process for each course offered at Cascadia, a Course Outcomes Guide is created. COGs are made available to full-time and associate faculty, who then build their individual course syllabus based on the requirements in the COG, which include guidelines for content, delivery methods, expected learning outcomes, and assessment Faculty address these outcomes in class and in the creation of assessments for the course. In an effort to ensure that instructors' syllabi are meeting the above-mentioned criteria, academic standards have been developed jointly by the Faculty Assembly (FA) and the Teaching and Learning Academy (TLA). These standards have been presented to the Student Learning Council for its review and approval.

Overall Assessment

As a community that embraces change, the college has worked to address the innovations and changes that are common to Cascadia's culture. To strengthen the commitment to the College-wide Learning Outcomes, the college provided a twoday workshop with assessment experts from Alverno College to work with the Cascadia faculty prior to the start of fall quarter 2001. Faculty have begun work, in coordination with the Institutional Effectiveness Committee (IEC), to further define learning outcomes and to develop an overall plan and methods for assessment. The Teaching and Learning Academy has hosted a number of orientation programs to assist new faculty in becoming familiar with the key components of being a learnercentered and learning institution. The TLA also has coordinated a number of lunch brown bag discussions and topic specific presentations. The Employee Learning Institute (ELI) also provides opportunities for all staff to understand not only the core philosophy, but also the innovations that are brought to the college. Continuous opportunities for learning are necessary in order to prepare the faculty to best serve the students using innovative, and sometimes unfamiliar materials, assessment tools, and curricula.

When students were asked (Cascadia Student Survey,) if their classes at Cascadia Community College increased their ability to meet each of the four Learning Outcomes, here were the results:

These results parallel the findings on the national student survey (CCSSE Student Survey, 1.1). When asked, "to what extent has your experience at this college contributed to your knowledge, skills and personal development" in thinking critically and analytically, only 6.3% of the 429 respondents indicated "very little." Regarding learning effectively on your own, 9.8% of the 430 respondents indicated "very little." It should be noted that while students strongly believe they are acquiring these skills in their classes at Cascadia Community College, there is uncertainty on the students' parts that a focus on these four outcomes has enhanced their learning. Of the 413 respondents on the Cascadia Student Survey (1.1), 55.4% agreed or strongly agreed that such a focus enhances learning. Furthermore, 10% strongly disagreed that the focus enhanced learning.

Cascadia Community College. (2002). Cascadia Community College Self Study for Consideration of Accreditation Candidacy 2002. Bothell, WA: Cascadia Community College.

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