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  and Creative Thinking and Problem Solving

For   example…

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

 

Previously-used MCC Critical Thinking rubric

VALUE Rubrics:

MCC's Hybrid Critical and Creative Thinking and Problem Solving VALUE rubric

 

Interested in our results in 2009, 2011, 2015?

 

 

Social Responsibility

For example…

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

MCC's Hybrid Social Responsibility VALUE rubric

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

Interested in our results?

General Education Assessment 2015

Assessment of students with 45+ credits 2015

 

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: 6/8/18