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INSTRUCTIONAL PARADIGM

LEARNING PARADIGM

A paradigm shift is taking hold in American higher education. In its briefest form, the

paradigm that has governed our colleges is this: A college is an institution that exists to

provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is

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accept, appraise, assess, arbitrate, award, choose, conclude, criticize, defend, evaluate, grade, judge, prioritize, recommend, referee, reject, select, support

Judging the value of material and methods as they might be applied in a particular situation; judging with the use of define criteria.

Evaluation

blend, build, change, combine, compile, compose, conceive, create, design, formulate, generate, hypothesize, plan, predict, produce, reorder, revise, tell, write

Creating something new by putting parts of different ideas together to make a whole.

Synthesis

analyze, compare, contrast, diagram, differentiate, dissect, distinguish, identify, illustrate, infer, outline, point out, select, separate, sort, subdivide Breaking something down into its parts; may focus on

identification of parts or analysis of relationships between parts; or recognition of organizational principles.

Analysis

apply, adopt, collect, construct, demonstrate, discover, illustrate, interview, make use of, manipulate, related, show, solve, use

Using a general concept to solve problems in a particular situation; using learned material in new and concrete situations.

Application

alter, account for, annotate, calculate, change, convert, group, explain, generalize, give examples, infer, interpret, paraphrase, predict, review, summarize, translate

Understanding something that has been communicated without necessarily relating it to anything else.

Comprehension

define, describe, identify, label, list, match, memorize, point to, recall, select, state

Recalling or remembering something without necessarily understanding, using, or changing it.

Knowledge

Related Measurable Behaviors Definition

Category

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INPUTS

OUTPUTS

OUTCOMES

1960 SACS

1960 SACS

Standards

Standards

Quality = Resources

1984 SACS

1984 SACS

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Criteria

Quality = Processes

2003 SACS

2003 SACS

Principles

Principles

Quality = Outcomes

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Activities

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What we invest

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Short-term

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Outcomes

What results

A STUDENT LEARNING OUTCOMES

LOGIC MODEL

Process

(quality & quantity) (knowledge/learning-behavior/actions-conditions)

Outcomes

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Short-term

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Learning Outcomes for General Education

Conditions

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Participates in community & civic activities

Achieves economic independence

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Actions

Engages in successful employment with upward mobility

Implements educational & career plans

Participates in a professional & civic organization

Acts as a responsible citizen

Learning

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Communicates effectively using a variety of methods Functions effectively as a member of a team

Uses technology effectively

Performs appropriate entry-level career skills Learns independently Behaves professionally & ethically

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Process

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CONSTRUCTING A STUDENT LEARNING OUTCOMES

LOGIC MODEL

Resources

Learning

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Participates in a professional & civic organization

Acts as a responsible

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V alu es C ro ss -d is cip lin ar y A pp re cia tio n P er sp ec tiv es C ult ur al A w ar en es s S oc ia l In sti tu tio ns S elf In qu iry & Te ch no lo gy Q ua nt ita tiv e S kil ls C om m un ic ati on C rit ic al & C re ati ve Th in kin g

DSU Learning Outcomes for Undergraduate Education

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CAPs are not

primarily IE processes.

primarily

CAPs overlap many of the college’s IE processes.

CAPs must be the responsibility of the curriculum leadership.

The role of the IE/IR staff must be clearly defined as a support

role.

The roles of the program faculty and unit staff must be clearly

defined.

Institutional

Effectiveness

Processes

Curriculum

Assessment

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