Keyword: Clear Search

Year
2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999

Theme Select... Open Educational Practices Engaging Social Justice Critical Thinking Inquiry-based Learning Infusing Multicultural Perspectives into the Curriculum Blended Learning Teaching Civic Engagement Empowering Peer Learning Teaching for Tolerance Planning for Large Classes Faculty Learning Communities Creating a Culture of Writing Teaching for a Sustainable Future Educating Global Citizens Teaching Ethics across the Curriculum Student-Faculty Collaboration Academic Service-Learning Authentic Learning

Instructor Select... Abel, Troy Acevedo-Gutierrez, Alejandro Amundson, Garth Apel, Kenn Biswas, Bidisha Bone, Amber Sudduth Borda, Emily Boudreaux, Andrew Brennan, Scott Brown, Nicole Burton, Brian Bussell, Mark Chapman, Kamarie Currier, Deborah Dagnon, Paula Davidson, Heather DeBari, Susan Dietrich, Dawn Dodd, June Donovan, Deb Estrada, Larry Faculty GUR Group Ferreras-Stone, Jessica French, Kristen Garcia, Joseph Geisler, Marc Green, Rebekah Gynan, Shaw Hammond, Joyce Hansen, Thor Harwood, Angie Heckathorn, Jill Hoover, Ken Janson, Carol Kanov, Jason Kodner, Robin Landel, Carolyn Lapsansky, Janice Lee, Ee Lin Linneman, Scott Lockhart, Julie A. Love, Ed Mana, Mike Multicultural Faculty Fellows Mitchell, Robert Myers, Gene Neem, Johann Neff, Mark Nelson, George 'Pinky' Newcomer, Jeff Nielsen, Carolyn Oslapas, Arunas Perry, Tara Pilgrim, Tim Richards, Marc Rivera, Lysa Roelofs, Matthew Sapin, Julia Saunders, Kathleen Shull, David Smeins, Linda Staton, Mark Stelling, Pete Stone, Ann Symons, Larry Tag, Stan Treneer, Stephanie Teacher Education Partnership Vajda, Edward Wang, Grace A. Webb, Sheila Welch, Jerimiah Young, Kathleen

Department Select... Accounting Anthropology Art Biology Chemistry Classical Languages Communication Communication Studies Economics Elementary Education Engineering & Design English Environmental Science Environmental Studies Fairhaven Finance and Marketing Geology History Instructional Technology Journalism Management Mathematics Music Physical Education, Health, and Recreation Physics/Astronomy Political Science Psychology Science, Math, and Technology Education Secondary Education Theatre Arts Theatre & Dance

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
• Information Literacy
• Quantitative Reasoning
• Writing

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.

Writing

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.

• Center for Instructional Innovation
• Western Washington University
• Bellingham, Washington