Listed below are selected learning outcomes in the areas of critical thinking,
writing, and information literacy that Western Washington University is actively integrating into its curriculum.
Each learning outcome is listed with its definition, along with a description of
how Carol Janson's teaching strategies meet each of these student learning outcome goals.
||Accurately identifies and interprets evidence.
||Students self-assess their own abilities and interests as they choose the best fit for a community project. This may include organizational skills, artistic experience, computer knowledge, and learning preferences. As they engage in the process, students must identify the goals and objectives of the project.
||Considers major alternative points of view.
||Students enhance their abilities and skills in creative thinking and problem solving by applying the course questions and issues to real world situations. They learn strategies for negotiation and encounter differing viewpoints within their community. They learn to explore alternative modes of communication as they develop wall text, labels for artwork, and public information pamphlets.
||Draws warranted, judicious, non-fallacious conclusions.
||In each classroom meeting, students bring their problems and concerns regarding their projects for discussion and problem-solving. They consult with their community project supervisors to ensure the project is evolving as expected. Students also learn to analyze the relationship between visual modes of communication and texts.
||Justifies key results and procedures, and explains assumptions and reasons.
||The classroom environment functions as a mirror to self-knowledge and a critical lens to challenge unexamined thoughts and ideas about the visual environment. The final presentation of their projects to their host institutions affirms that the classroom is the community and the community is the classroom.
: Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR)
||Focuses on a clear rhetorical purpose and responds appropriately to the needs of varied audiences and situations.
||Students identify rhetorical genres through shared reading and analysis of case studies and articles written by educators and museum professionals. Students also practice writing addressed to different audiences (students, community members, supervisors) through response papers, reports, site visits, and projects.
||Develops, examines, situates, and communicates a reasoned perspective clearly to others.
||Students practice developing, examining, situating and communicating a reasoned perspective clearly to others. Based on observation, dialogue and shared responsibilities that apply the course inquiry model in a stepped process through writing assignments that build in complexity and application of skills.
||Understands writing as a recursive process that involves drafting, re-thinking, editing, reconceptualizing.
||Students engage in a shared process of evaluating communication through reading response papers aloud, site visit presentations, and in progress reports. Students request feedback from diverse audiences including the community.
||Uses appropriate conventions for documentation and for surface features such as syntax, grammar, usage, punctuation, and spelling.
||Students recognize that the final project must reflect their professionalism in its format and style. They employ the documentation conventions and standards appropriate to the discipline.
Source: Adapted from Western Washington University's Learning Outcomes for Writing II.