Center for Instructional
Innovation and Assessment


Goals Contents
Innovative Teaching Showcase: Ann Stone - Goals
Ann Stone
Department of Finance & Marketing

Empowering Teamwork and Creative Role-playing

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 Ann Stone's teaching strategies meet each of these student learning outcome goals.

Critical Thinking

Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. The core of this assignment is to understand the brand and the customers and building the right solutions for them. This means that identification and consideration below are an essential part of the work to be completed that is then presented as part of the exercise.
Alternative Consideration Considers major alternative points of view. See above.
Accurate Conclusions Draws warranted, judicious, non-fallacious conclusions. By soliciting and sharing peer feedback, students self-learn what are the most persuasive and important conclusions of their work.
Justification Justifies key results and procedures, and explains assumptions and reasons. By presenting ideas and bringing them to life, students learn that justification support, analysis, and passion are critical to idea success.

Source: Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).


Learning Outcomes Definition Course Outcomes
Rhetorical Knowledge Focuses on a clear rhetorical purpose and responds appropriately to the needs of varied audiences and situations. Students must gear their Creative Brief proposals and presentations toward a key audience: creative marketing professionals.
Critical Analysis Develops, examines, situates, and communicates a reasoned perspective clearly to others. This is a core element of this process what will make my peers feel I've communicated clearly.
Composing Processes Understands writing as a recursive process that involves drafting, re-thinking, editing, reconceptualizing. To the extent that their presentation includes written visuals, this is clearly a skill utilized. Also, changes based on feedback to the written proposals must be reflected in the presentations.
Convention Knowledge Uses appropriate conventions for documentation and for surface features such as syntax, grammar, usage, punctuation, and spelling. Students use appropriate communication conventions for the marketing/business community, keeping communications succinct.

Source: Adapted from Western Washington University's Learning Outcomes for Writing II.

Information Literacy

Learning Outcomes Definition Course Outcomes
Identifying Need Recognizes and articulates the need for information, identifies potential sources, considers the costs and benefits, and reevaluates the nature and extent of the information need. Since the intent of this exercise is to have the student assess consumer needs and then think about meeting them, this is a core element of the exercise.
Search Strategies Matches information needs to information resources, organizes an effective search strategy and manages the information and its sources. While this exists, since much of what is explored is within the team's own minds, this is less about information literacy and more about problem exploration.
Evaluating Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. There are two aspects of how this comes into play: what the student teams evaluate to be their best effort to put forward, and more critical to the assignment, what the individual students feel are the plusses, minuses, and overall ranking of the student team's work.
Synthesis Applies new and prior information to the planning, creation, and revision of the development process, and communicates the product or performance effectively. This is a core element of working in the arena of marketing and as such is a core element of the thinking going on to produce this work
Responsibility Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. This is taught as part of the course and remains an expectation of this assignment.

Source: Adapted from the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.

Note: These outcomes were updated in 2004 based upon the ACRL's latest version and vary slightly from those used in the Goals section of previous years' Showcases.