Charting the Student Learning Outcomes (SLO's)

A course is a building block of a program. (See Program Student Learning Outcomes for more information on distributing outcomes to courses.)

A course can introduce (I), emphasize (E), or reinforce (R) program outcomes, as well as to address an additional outcome at any of these levels as the instructor wishes.

Below is a chart that symbolizes the first course in a program (Course I) and its Student Learning Outcomes. The blue ones are program outcomes that correspond to Goals A and B of the program and are addressed at an introductory level in the course. The last outcome is related to Goal A but unique to this course. The instructor has decided to both introduce and emphasize the outcome.

Chart of course design

In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.


Faculty Spotlight View Other Award Winners

Debopam Chakrabarti
College of Medicine Debopam  Chakrabarti My teaching philosophy is to offer students a course that is accurate, comprehensive, and intellectually gratifying where students are presented not only general concepts but also on how these concepts are developed using experimental strategies. In my opinion, the subject should be taught by engendering an under...

Otto Phanstiel
College of Sciences Otto Phanstiel I image myself as a co-journeyer, who walks with students through the key concepts of the course and challenges them to solve new problems using these ideas. Revising and creating new curriculum is necessary to prepare our students for their careers. Over the past three years I have worked with other faculty...

J. Blake Scott
College of Arts and Sciences J. Blake  Scott Teachingis what sustains me as an academic. It fuels and, in turn, is fueled by myresearch in rhetoric, which emphasizes civic action, and by my communityservice. Some of the hallmarks of service-learning—active learning, problemsolving, critical reflection, and civic engagement—guide my overal...