Institutional Goals

The Institutional Goals section of each Showcase links learning outcomes recently identified by the State of Washington to each instructor's innovative approach to instruction and course outcomes. While participating committees have identified four learning outcomes categories, full definitions are still under development. The Center for Instructional Innovation has adapted several rubrics in order to connect the showcased materials to institutional goals. Sources of the rubrics are identified below.

Critical Thinking

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

Learning Outcomes Definition
Identification Accurately identifies and interprets evidence.
Alternative Consideration Considers major alternative points of view.
Accurate Conclusions Draws warranted, judicious, non-fallacious conclusions.
Justification Justifies key results and procedures, and explains assumptions and reasons.

Information Literacy

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.

Learning Outcomes Definition
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.
Search Strategies Matches information needs to information resources, organizes an effective search strategy and manages the information and its sources.
Evaluating Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Synthesis Applies new and prior information to the planning, creation, and revision of the development process, and communicates the product or performance effectively.
Responsibility Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Quantitative Reasoning

Source: Based on the Mathematical Association of America's quantitative literacy requirements for all students who receive a bachelor's degree.

Learning Outcomes Definition
Mathematical Information Represent mathematical information symbolically, visually, numerically, and verbally.
Mathematical Methods Use arithmetical, algebraic, geometric, and statistical methods to solve problems.
Mathematical Models Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Estimate and Check Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results.
Mathematical and Statistical Limits Recognize that mathematical and statistical methods have limits.


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

Learning Outcomes Definition
Rhetorical Knowledge Focuses on a clear rhetorical purpose and responds appropriately to the needs of varied audiences and situations.
Critical Analysis Develops, examines, situates, and communicates a reasoned perspective clearly to others.
Composing Processes Understands writing as a recursive process that involves drafting, re-thinking, editing, reconceptualizing.
Convention Knowledge Uses appropriate conventions for documentation and for surface features such as syntax, grammar, usage, punctuation, and spelling.