MCC Institutional Student Learning Outcomes



 

 

Written   and Oral Communication

For   example…

  • Written assignments
  • Oral presentations
  • Use of relevant information literacy skills
  • Effective use of technology

 

Previously-used MCC rubrics: 

  • Written Communication Rubrics: 2007 and 2010
  • Oral Communication Rubric: 2007

VALUE Rubrics:

 

Interested in our results?

 

Multicultural and Global Literacy

For   example…

  • Intercultural knowledge
  • Global issues
  • Interactions that build diversity awareness
  • Diverse forms of creative expression
  • Aesthetic Appreciation
  • Historical, political, and economic perspective

 

Previously-used MCC Multicultural and Global awareness rubric

VALUE rubrics:

 

Interested in our results in 2009?

 

 

 

Personal   and Professional Development

For   example…

  • Achievement of academic goals
  • Career Readiness
  • Self Assessment
  • Responsibility for learning and personal development
  • Professionalism
  • Leadership
  • Wellness
  • Collaboration

 

Previously-used MCC Personal and Professional Development rubric

Interested in our results in 2008?

 

 

Critical   Thinking

For   example…

  • Analysis
  • Synthesis
  • Evaluation
  • Creative thinking
  • Development of logical conclusions

 

Previously-used MCC Critical Thinking rubric

VALUE Rubrics:

 

Interested in our results in 2009, 2011?

 

 

Social   Responsibility

For   example…

  • Sustainability
  • Civic engagement
  • Social justice
  • Ethical frameworks
  • Social policy frameworks

 

Previously-used MCC Social Responsibility rubric

VALUE rubric: Civic Engagement

Interested in our results in 2008?

 

 

Quantitative   Literacy (added 2011)

For   example…

  • Interpretation
  • Representation
  • Calculation
  • Application/Analysis
  • Communication of quantitative information

 

VALUE Rubric:Quantitative Literacy

 

 

Strategies for improvement generated by our ISLO assessment work:

 

  • “One course does not a Writer (Critical Thinker, etc.) make.”  General Education revision moves focus away   from previous Intensive Values distribution requirements (e.g. one Writing   Intensive course) to intentional, explicit integration of ISLOs into all   General Education courses and co-curricular activities, providing multiple   opportunities for students to practice and receive feedback with each ISLO.(2011-2014)

 

  • Title III grant provides funding for   Engagement Specialist to facilitate increased integration of curricular and   co-curricular learning experiences in support of student development of ISLOs   throughout their college experience. Led to the development of the Center   for Leadership and Engagement which has become a hub for this work. (2008-2013)

 

  • Proposal funded by DHE to support collaboration with the University of Massachusetts Lowell to integrate and   assess Quantitative Literacy within four non-STEM high transfer programs. (2012-2014)

 

  • Writing Coaches from English Department held   faculty workshops and attended department meetings to support consistent   expectations for student writing across the college. (2007-2010)

 

  • Disaggregation of CCSSE results by ISLO, data   triangulated with direct student evidence of ISLO achievement to provide student   perspective. (see results for Social Responsibility and Personal   and Professional Development in 2008)

 

  • Bloom’s Taxonomy of Learning integrated throughout   faculty development offerings–new faculty orientation, FYE faculty workshops,   mid-career faculty institutes, ISLO assessment norming sessions, Title III   curriculum design workshops.

 

  • Program Review process revised to include   assessment of program-level student learning outcomes aligned with ISLOs   (2006).  Programs use ISLO assessment results   to inform assessment work at the program level, allowing them to drill down to the scaffolding, development and assessment of contextualized ISLOs. (see https://www.middlesex.mass.edu/programreview/)

 

Last Modified: 11/21/13