A.

Insert course names & #'s in columns

Course 1 Course 2 Course 3 Course 4 Course 5 Course 6
Please see completion instructions A and program outcomes in rows
through E below (row 14).
D. Indirect
A. Insert units
Measures

B. Insert "I," "A," or "M,"

Program outcome 1

C. Insert potential assessments

"bas

B. Insert "I," "A," or "M,"

Program outcome 2
C. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 3
C. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 4
C. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 5
C. Insert potential assessments
INSTRUCTIONS
A. Insert course and program
outcomes [link for samples]
1. Insert program outcomes in the
rows labeled "Program outcome #."
Insert additional rows if needed.
2. Insert an abbreviated course name,
number, and units in labeled columns. 2. Ask those same faculty members (from
Insert additional columns if needed. B.1.) to identify whether students--after
It is helpful to insert course
information in the sequence in which (e.g., recall or explain facts, concepts),
they are typically taught.
B. Insert expected knowledge or skill level C. Insert how the outcome is
of each course
1. Request that faculty teaching each
course listed in the columns to determine
which, if any, of the program outcomes are
addressed and/or assessed in their course.
taking the course--are expected to
demonstrate introductory knowledge or skill
advanced knowledge or skill (e.g., apply a
procedure or analyze how parts relate to or
contrast from one another), or mastery
(e.g., evaluate or make judgments based on
criteria; create a novel approach, product, or --case study
artifact).
Insert an "I" for introductory, an "A" for
advanced, or an "M" for mastery into the cell --exam
to represent each faculty member's
determination.
D. Map indirect measures
assessed in the course
1. Request that faculty teaching each Indirect measures ask students to
course state how student knowledge or reflect upon and report their perceptions
skill is assessed in their course, as of their gains in knowledge, skills, etc.
aligned with the program-level
outcomes. Indirect measures may also ask others,
e.g., employers, graduate school
2. Insert potential assessment methods faculty, to infer and report their
into the appropriate cells. perceptions of student knowledge,
skills, etc.
Frequently used assessments are listed
below. (This list is not all-inclusive; Examples of indirect measures include
faculty should insert any activities not graduating senior exit surveys, alumni
found in this list.) surveys, graduate school surveys, and
employer surveys.
--client project If the program or department conducts
--debate surveys or focus groups with students,
--exhibition of work alumni, employers, etc., place an "x" in
the cell(s) in which a part or all of the
--group work survey's (or focus group's) findings may
--lab align with a program-level outcome(s).
--oral presentation
--performance
--problem sets
--public review
--service learning
--studio
--written work
 A. Insert course names & #'s in columns
Course 1 Course 2 Course 3 Course 4 Course 5 Course 6
Please see completion instructions A and program outcomes in rows
through E below (row 19).
E. Indirect
A. Insert units
Measures

B. Insert "I," "A," or "M,"

Program outcome 1
C. Insert instructional activities

D. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 2 C. Insert instructional activities

D. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 3 C. Insert instructional activities

D. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 4 C. Insert instructional activities

D. Insert potential assessments

B. Insert "I," "A," or "M,"

Program outcome 5 C. Insert instructional activities

D. Insert potential assessments

INSTRUCTIONS
A. Insert course and program
outcomes [link for samples]
1. Insert program outcomes in the
rows labeled "Program outcome #."
Insert additional rows if needed.
2. Insert an abbreviated course name,
number, and units in labeled columns. 2. Ask those same faculty members (from instructional activities for each course.
Insert additional columns if needed. B.1.) to identify whether students--after
It is helpful to insert course
information in the sequence in which (e.g., recall or explain facts, concepts),
they are typically taught.
B. Insert expected knowledge or skill level C. Insert instructional activities used D. Insert how the outcome is
of each course in courses assessed in the course
1. Request that faculty teaching each 1. Instructional activities occurring in
course listed in the columns to determine and out of class reinforce learning
which, if any, of the program outcomes are objectives and prepare students for
addressed and/or assessed in their course. assessments. Request that faculty
teaching each course list the
taking the course--are expected to Frequently used instructional activities
demonstrate introductory knowledge or skill are listed below. (This list is not all-
inclusive; faculty should insert any
advanced knowledge or skill (e.g., apply a activities not found in this list.)
procedure or analyze how parts relate to or
contrast from one another), or mastery --case study
(e.g., evaluate or make judgments based on --client project
criteria; create a novel approach, product, or --debate
artifact). --discussion
--exhibition of work
Insert an "I" for introductory, an "A" for --group work
advanced, or an "M" for mastery into the cell --lab
to represent each faculty member's --lecture (e.g., by faculty, guests)
determination. --oral presentation
--performance
--public review
--recitation
--service learning
--studio
--thesis
--written work
E. Map indirect measures
1. Request that faculty teaching each Indirect measures ask students to
course state how student knowledge or reflect upon and report their perceptions
skill is assessed in their course, as of their gains in knowledge, skills, etc.
aligned with the program-level
outcomes. Indirect measures may also ask others,
e.g., employers, graduate school
2. Insert potential assessment methods faculty, to infer and report their
into the appropriate cells. perceptions of student knowledge,
skills, etc.
Frequently used assessments are listed
below. (This list is not all-inclusive; Examples of indirect measures include
faculty should insert any activities not graduating senior exit surveys, alumni
found in this list.) surveys, graduate school surveys, and
employer surveys.
--case study
--client project If the program or department conducts
--debate surveys or focus groups with students,
--exhibition of work alumni, employers, etc., place an "x" in
--exam the cell(s) in which a part or all of the
--group work survey's (or focus group's) findings may
--lab align with a program-level outcome(s).
--oral presentation
--performance
--problem sets
--public review
--service learning
--studio
--written work
Generic BFA in Art
(sampling of courses) Perspectives
A. Insert course names & #'s in columns Perspectives Critical Foundation
in Ancient &
and program outcomes in rows in Western Art Theories in Art Studio I
World Art

A. Insert course units 9 9 12 9

Program Outcomes

B. Insert "I," "A," or "M," I I I I

Appropriately conduct and incorporate
research Artistic work
Mid-term and
findings into their work C. Insert potential assessments Written critiques Written critiques product, oral
final papers
presentation

B. Insert "I," "A," or "M," I I I I

Evaluate art movements Artistic work

from various cultures product, oral
Mid-term and
and time periods C. Insert potential assessments Written critiques Written critiques presentation,
final papers
written critiques of
peer work

B. Insert "I," "A," or "M," I

Articulate a philosophical and
aesthetic approach to their art and its
Oral presentation of
place in the larger cultural and
C. Insert potential assessments artistic work
historical context
product

B. Insert "I," "A," or "M," I

Artistic work
Design and execute
process, iterative
projects effectively
C. Insert potential assessments critique and
dialogue w/peers &
faculty

B. Insert "I," "A," or "M," I

Use new tools and
methods with facility
 Use new tools and
methods with facility Artistic work
C. Insert potential assessments
product

B. Insert "I," "A," or "M," I

Create a distinctive body of work that
embodies their personal approach and Artistic work
their creative and technical mastery C. Insert potential assessments product, oral
presentation
 Future Media Senior Studio,
Advanced
and Advanced Exhibition, and
Studio I
Techniques Portfolio

D. Indirect
9 9 24
Measures
A A M
Employer and
Artistic work Artistic work Exhibition &
alumni surveys
product, oral product, oral portfolio
presentation presentation presentation

A A M

Artistic work Artistic work Exhibition &

Employer and
product, oral product, oral portfolio
alumni surveys
presentation, presentation, presentation,
written critiques of written critiques of written critiques of
peer work peer work peer work

A A M

Employer and
Oral presentation of Oral presentation of Exhibition &
alumni surveys
artistic work artistic work portfolio
product product presentation

I A A
Exhibition &
Artistic work Artistic work
portfolio process, Employer and
process, iterative process, iterative
iterative critique alumni surveys
critique and critique and
and dialogue
dialogue w/peers & dialogue w/peers &
w/peers
faculty faculty
& faculty
I I A
Employer and
alumni surveys
 Employer and
Artistic work Artistic work Exhibition, portfolio alumni surveys
product product presentation

I A A

Employer and
Artistic work Artistic work Exhibition &
alumni surveys
product, oral product, oral portfolio
presentation presentation presentation
Generic BFA in Art
(sampling of courses)
A. Insert course names & #'s in columns Perspectives in Perspectives in Critical Foundation
and program outcomes in rows Western Art Ancient & World Art Theories in Art Studio I

A. Insert course units 9 9 12 9

Program Outcomes

B. Insert "I," "A," or "M," I I I I

Virtual and in- Virtual and in-

Artistic work
person resource person resource
Appropriately conduct and incorporate Lectures, group process, iterative
orientations, orientations,
research C. Insert instructional activities discussions, artist critique and
lectures, group lectures, group
findings into their work seminars dialogue w/peers
discussions, discussions,
& faculty
debates debates
Artistic work
Mid-term and
D. Insert potential assessments Written critiques Written critiques product, oral
final papers
presentation

B. Insert "I," "A," or "M," I I I I

Lectures, group Lectures, group

discussions, discussions, Artistic work
debates debates Lectures, group process, iterative
C. Insert instructional activities virtual and in- virtual and in- discussions, critique and
Evaluate art movements
person museum person museum artists seminars dialogue w/peers &
from various cultures
tours, PowerPoint tours, PowerPoint faculty
and time periods
reviews reviews
Artistic work
product, oral
Mid-term and
D. Insert potential assessments Written critiques Written critiques presentation,
final papers
written critiques of
peer work

B. Insert "I," "A," or "M," I

Articulate a philosophical and

aesthetic approach to their art and its
place in the larger cultural and
 Artistic work
Articulate a philosophical and process, iterative
aesthetic approach to their art and its C. Insert instructional activities critique and
place in the larger cultural and dialogue w/peers &
historical context faculty
Oral presentation of
D. Insert potential assessments artistic work
product

B. Insert "I," "A," or "M," I

Artistic work
process, iterative
Design and execute
C. Insert instructional activities critique and
projects effectively
dialogue w/peers &
faculty
Artistic work
D. Insert potential assessments
process

B. Insert "I," "A," or "M," I

Artistic work
process, iterative
Use new tools and C. Insert instructional activities critique and
methods with facility dialogue w/peers &
faculty

Artistic work
D. Insert potential assessments
product
 B. Insert "I," "A," or "M," I

Artistic work
process, iterative
Create a distinctive body of work that
C. Insert instructional activities critique and
embodies their personal approach and
dialogue w/peers &
their creative and technical mastery
faculty

Artistic work
D. Insert potential assessments product, oral
presentation
 Future Media Senior Studio,
Advanced
and Advanced Exhibition, and
Studio I
Techniques Portfolio

E. Indirect
9 9 24
Measures

A A M

Exhibition &
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique Employer and
critique and critique and
and dialogue alumni surveys
dialogue w/peers dialogue w/peers
w/peers
& faculty & faculty
& faculty
Artistic work Artistic work Exhibition &
product, oral product, oral portfolio
presentation presentation presentation

A A M

Exhibition &
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique
critique and critique and
and dialogue
dialogue w/peers & dialogue w/peers & Employer and
w/peers
faculty faculty alumni surveys
& faculty

Artistic work Artistic work Exhibition &

product, oral product, oral portfolio
presentation, presentation, presentation,
written critiques of written critiques of written critiques of
peer work peer work peer work

A A M

Employer and
alumni surveys
 Exhibition &
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique
critique and critique and Employer and
and dialogue
dialogue w/peers & dialogue w/peers & alumni surveys
w/peers
faculty faculty
& faculty
Oral presentation of Oral presentation of Exhibition &
artistic work artistic work portfolio
product product presentation

I A A

Exhibition &
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique Employer and
critique and critique and
and dialogue alumni surveys
dialogue w/peers & dialogue w/peers &
w/peers
faculty faculty
& faculty
Artistic work Artistic work Exhibition &
process process portfolio process

I I A

Exhibition and
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique Employer and
critique and critique and
and dialogue alumni surveys
dialogue w/peers & dialogue w/peers &
w/peers
faculty faculty
& faculty
Artistic work Artistic work Exhibition, portfolio
product product presentation
 I A A

Exhibition &
Artistic work Artistic work
portfolio process,
process, iterative process, iterative
iterative critique
critique and critique and Employer and
and dialogue
dialogue w/peers & dialogue w/peers & alumni surveys
w/peers
faculty faculty
& faculty
Artistic work Artistic work Exhibition &
product, oral product, oral portfolio
presentation presentation presentation
Generic Public Policy Program
(sampling of courses) A. Insert course names & #'s in columns Public Public International Public Data Thesis
Micro-economics
and program outcomes in rows Finance Policy & Global Policy Management Analysis Project

A. Insert units 9 12 12 12 12 12 24 D. Indirect Measures

Program Outcomes

Describe organizational and B. Insert "I," "A," or "M" I I A A A M

Employer survey,
bureaucratic structures involved
Case-based policy Thesis and oral alumni focus group
in policy development C. Insert potential assessments Final paper Final exam Midterm paper Client project
memos presentation

B. Insert "I," "A," or "M" I I I A A A M

Use knowledge and abilities Employer survey,
to solve a problem in any context Case study analyses, Case-based policy Thesis and oral alumni focus group
C. Insert potential assessments Final paper Final exam Midterm paper Client project
problem sets memos, problem sets presentation

B. Insert "I," "A," or "M" I I A A A M

Develop ethically defensible Employer survey,
solutions to issues Final exam Case-based Thesis and oral alumni focus group
C. Insert potential assessments Final paper Final exam Client project
(question 7) policy memos presentation

B. Insert "I," "A," or "M" I I A A A M

Formulate strategies to Employer survey,
implement new policies Case-based policy Case-based memos, Thesis and oral alumni focus group
C. Insert potential assessments Final exam Midterm paper Client project
memos bboard discussions presentation

B. Insert "I," "A," or "M" I I A A A M M

Effectively communicate ideas Employer survey,
orally and in writing Case-based policy Reaction papers, final Client project and Thesis and oral alumni focus group
C. Insert potential assessments Case study analyses Final paper Midterm paper
memos exam presentation presentation

B. Insert "I," "A," or "M" I I

Work effectively Employer survey,
as a member of a team alumni focus group
C. Insert potential assessments Classroom simulation Group case study
Generic Public Policy Program
A. Insert course names & #'s in columns Public Public International Public Data Thesis
Micro-economics
and program outcomes in rows Finance Policy & Global Policy Management Analysis Project

A. Insert units 9 12 12 12 12 12 24 E. Indirect Measures

Program Outcomes

B. Insert "I," "A," or "M" I I A A A M

Describe organizational and

Case-based policy Case-based memos, Classroom simulation Group case study, Bboard and class Weekly meetings Employer survey,
bureaucratic structures involved C. Insert instructional activities
memos bboard discussions and reaction papers management briefs discussions w/faculty advisor alumni focus group
in policy development
Case-based policy Thesis and oral
D. Insert potential assessments Final paper Final exam Midterm paper Client project
memos presentation

B. Insert "I," "A," or "M" I I I A A A M

Use knowledge and abilities Case study analyses, Case-based policy Class simulation and Group case study, Bboard and class Weekly meetings Employer survey,
C. Insert instructional activities Case-based memos
to solve a problem in any context problem sets memos, problem sets reaction papers management briefs discussions w/faculty advisor alumni focus group

Case study analyses, Case-based policy Thesis and oral

D. Insert potential assessments Final paper Final exam Midterm paper Client project
problem sets memos, problem sets presentation

B. Insert "I," "A," or "M" I I A A A M

Develop ethically defensible Case study analyses, Case-based policy Case-based memos, Classroom simulation Bboard and class Weekly meetings Employer survey,
solutions to issues C. Insert instructional activities alumni focus group
problem sets memos bboard discussions and reaction papers discussions w/faculty advisor
Final exam Case-based Thesis and oral
D. Insert potential assessments Final paper Final exam Client project
(question 7) policy memos presentation

B. Insert "I," "A," or "M" I I A A A M

Formulate strategies to Case-based policy Case-based memos, Classroom simulation, Bboard and class Weekly meetings Employer survey,
C. Insert instructional activities Management briefs
implement new policies memos, problem sets bboard discussions reaction papers discussions w/faculty advisor alumni focus group
Case-based policy Case-based memos, Thesis and oral
D. Insert potential assessments Final exam Midterm paper Client project
memos bboard discussions presentation

B. Insert "I," "A," or "M" I I A A A M M

Effectively communicate ideas Case-based policy Case-based memos, Classroom simulation, Bboard and class Weekly meetings Employer survey,
C. Insert instructional activities Case study analyses Management briefs
orally and in writing memos bboard discussions reaction papers discussions w/faculty advisor alumni focus group
Case-based policy Reaction papers, final Client project and Thesis and oral
D. Insert potential assessments Case study analyses Final paper Midterm paper
memos exam presentation presentation

B. Insert "I," "A," or "M" I I

Work effectively Employer survey,

C. Insert instructional activities Classroom simulation Group case study
as a member of a team alumni focus group

D. Insert potential assessments Classroom simulation Group case study