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Written and Oral Communication
For example…
- Written assignments
- Oral presentations
- Use of relevant information literacy skills
- Effective use of technology
VALUE Rubrics:
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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
VALUE Rubrics:
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Personal and Professional Development
For example…
- Achievement of academic goals
- Career Readiness
- Self Assessment
- Responsibility for learning and personal development
- Professionalism
- Leadership
- Wellness
- Collaboration
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Critical and Creative Thinking and Problem Solving
For example…
- Analysis
- Synthesis
- Evaluation
- Creative thinking
- Development of logical conclusions
VALUE Rubrics:
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Social Responsibility
For example…
- Sustainability
- Civic engagement
- Social justice
- Ethical frameworks
- Social policy frameworks
VALUE Rubric:
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Quantitative Literacy (added 2011)
For example…
- Interpretation
- Representation
- Calculation
- Application/Analysis
- Communication of quantitative information
VALUE Rubric:
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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/)
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