Global Learning Outcomes at Pensacola State College (GLOs)

Global Learning Outcomes at Pensacola State College (GLOs)

What Are Global Learning Outcomes?

• Global: Abilities the Assessment Committee has determined are applicable across the curriculum, not course- or department-specific

• Learning: Universal skills students learn through courses, activities, and interactions with others throughout the A.A. General Education program

• Outcomes: Seven qualities faculty and administration agree Pensacola State College A.A. students should learn before graduation

PSC’s Seven Global Learning Outcomes

Descriptions and Rubrics Updated and Approved in 2013 by the PSC Assessment Committee

I. Critical Thinking

The Student evaluates the validity of his/her own and others’ ideas through questioning, analyzing, and synthesizing results into the learning process.

GLO I: Critical Thinking Assessment Rubric (Approved 2/15/13)

Global LearningOutcome/

Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing Beginning

The studentevaluates the validity of his/her own and others’ ideas through questioning, analyzing, and synthesizing results into the learning process.

The student’sconclusions are well-supported and logically consistent. The student’s products and/or end results are well-articulated and innovative.

The student’sconclusions are mostly consistent with appropriate information. The student’s products and/or end results are mostly clear and coherent.

The student’sconclusions are consistent but lack structural sophistication with notable information gaps. The student’s products and/or end results are organized but lack refinement.

The student’sconclusions are inconsistent, inaccurate or inappropriate. The student’s products and/or end results are fragmented, disjointed, or irrelevant.

II. Communication

The student develops effective reading, writing, speaking, and listening skills.

GLO 2: Communication Assessment Rubric (Approved 2/15/13)

Global LearningOutcome/

Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing Beginning

The studentdevelops effective reading, writing, speaking, and listening skills.

The student’smessage is purposeful, clearly organized, accurately supported with evidence, and effectively delivered.

The student’smessage is generally purposeful, organized, supported with evidence, and delivered without major errors.

The student’smessage shows promise but has major problems with purpose, organization, use of evidence, or delivery.

The student’smessage lacks purpose, organization, and/or acceptable evidence. Overall the delivery detracts from the message.

III. Scientific and Mathematical Literacy

The student applies an understanding of natural, mathematical and behavioral scientific principles and methods to solve abstract and relevant problems, using appropriate technology with inclusion of necessary scientific and mathematical language.

GLO 3: Scientific and Mathematical Literacy Assessment Rubric (Approved 2/15/13)

Global LearningOutcome/ Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing Beginning

The studentapplies an understanding of natural, mathematical and behavioral scientific principlesand methodsto solve abstract and relevant problems, using appropriate technologywith inclusion of necessary scientific and mathematical language.

The studentuses relevant techniques, demonstrates excellent observation skills for trends and patterns, collects reliable data, reaches valid conclusions from it, performs accurate computations, and uses results to predict outcomes of similar phenomena.

The student usessome relevant techniques, demonstrates good observation skills, collects appropriate volume of data, reaches acceptable conclusions with a few exceptions, and performs computations with good accuracy.

The student usesquestionable techniques, demonstrates fair observation skills, collects insufficient data, reaches marginal or invalid conclusions, and performs some inaccurate computations.

The studentuses faultytechniques, demonstrates poor observation skills, exhibits unreliabledata collection skills,reaches inappropriate conclusions, andperforms inaccurate and improper computations.

IV. Information Management

The student will use effective strategies to collect, verify, document, and manage information using a variety of sources, techniques and technology.

GLO 4: Information Management Assessment Rubric (Approved 3/15/13)

Global Learning Outcome/PerformanceIndicator

Student’s Level of Achievement Based on Performance Indicators

Mastery Competent Developing Beginning

The student uses effective strategies to collect, verify, document, and manage information using a variety of sources, techniques and technology.

The studentconsistently uses advanced research strategies to collect, verify, ethically document, and manage information.

The studentgenerally uses advanced research strategies to collect, verify, ethically document, and manage information.

The studentoccasionally uses effective research strategies to collect, verify, ethically document, and manage information with minimal understanding of plagiarism.

The student doesnot use effective research strategies to collect, verify, ethically document, and manage information, with no demonstrated understanding of plagiarism.

V. Cultural Literacy

The student evaluates issues relevant to cultural diversity and culturally diverse populations.

GLO 5: Cultural Literacy Assessment Rubric (Approved 2/15/13)

Global LearningOutcome/

Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing BeginningThe studentevaluates issues relevant to cultural diversity and culturally diverse populations.

The studentdemonstrates insight into issues relevant to cultural diversity and the connections among culturally diverse populations.

The studentdemonstrates adequate awareness of issues relevant to cultural diversity and the connections among culturally diverse populations.

The studentdemonstrates minimal awareness of issues relevant to cultural diversity and the connections among culturally diverse populations.

The studentdemonstrates a lack of awareness of the issues relevant to cultural diversity and the connections among culturally diverse populations.

VI. Social Skills

The student will develop and use skills and attitudes that integrate the individual into society.

GLO 6: Social Skills Assessment Rubric (Approved 3/15/13)

Global LearningOutcome/

Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing BeginningThe student develops and uses skills and attitudes that integrate the individual into society.

The studentconsistently exhibits appropriate language and behavior, accepts responsibility for actions, displays ethical behaviors, and practices good citizenship.

The studentexhibits moderate language and behavior, acts with responsibility and integrity most of the time, and exhibits some citizenship skills with guidance.

The studentexhibits a fundamental understanding of appropriate behavior and with some guidance will assume responsibility for actions taken; generally displays integrity in actions; displays poor citizenship qualities.

The studentexhibits inappropriate interactions with others, will not assume responsibility for actions, and lacks citizenship qualities.

VII. Personal Management

Students will develop habits of conduct that result in fulfilling personal goals.

GLO 7: Personal Management Assessment Rubric (Approved 3/15/13)

Global LearningOutcome/

Performance Indicator

Student’s Level of AchievementBased Upon Student’s Performance

Mastery Competent Developing Beginning

The student develops habits of conduct that result in fulfilling personal goals.

The student isconsistently prepared and participates fully.

The student isgenerally prepared and participates as required.

The student lackspreparation and demonstrates inconsistent participation.

The studentdemonstrates no indication of preparation and does not participate.

Any Questions?Thanks for watching! Please contact any of us if you have

any further questions.

• Assessment Committee– John Holder, Chair

• Academic Department Heads• Dean, Baccalaureate Studies & Academic Support• Dean, Workforce Education & Vocational Support

Prepared by Julia Ruengert, Professor, English/Communications, May 2013, as partial fulfillment of my Professional Development Plan