Listed below are selected learning outcomes in the areas of critical
thinking and writing that Western Washington
University is actively integrating into its curriculum. Each learning
outcome is listed with its definition, along with a description
of how Professor Janson's art history course meets each of these
student learning outcome goals. See also Institutional
Goals.
| Learning Outcomes |
Definition |
Course Outcomes |
| Identification |
Accurately identifies and interprets
evidence. |
Students self-assess their own
abilities and interests as they choose the best fit for a
community project. This may include organizational skills,
artistic experience, computer knowledge, and learning preferences.
As they engage in the process, students must identify the
goals and objectives of the project.
|
| Alternative Consideration |
Considers major alternative points
of view. |
Students enhance their abilities
and skills in creative thinking and problem solving by applying
the course questions and issues to real world situations.
They learn strategies for negotiation and encounter differing
viewpoints within their community. They learn to explore alternative
modes of communication as they develop wall text, labels for
artwork, and public information pamphlets. |
| Accurate Conclusions |
Draws warranted, judicious, non-fallacious
conclusions. |
In each classroom meeting, students
bring their problems and concerns regarding their projects for
discussion and problem-solving. They consult with their community
project supervisors to ensure the project is evolving as expected.
Students also learn to analyze the relationship between visual
modes of communication and texts. |
| Justification |
Justifies key results and procedures,
and explains assumptions and reasons. |
The classroom environment functions
as a mirror to self-knowledge and a critical lens to challenge
unexamined thoughts and ideas about the visual environment.
The final presentation of their projects to their host institutions
affirms that the classroom is the community and the community
is the classroom. |
Source: Adapted from the California Academic Press's
Holistic Critical Thinking Scoring Rubric available at: http://www.calpress.com/rubric.html
| Learning Outcomes |
Definition |
Course Outcomes |
| Rhetorical Knowledge |
Focuses on a clear rhetorical purpose
and responds appropriately to the needs of varied audiences
and situations. |
Students identify rhetorical genres
through shared reading and analysis of case studies and articles
written by educators and museum professionals. Students also
practice writing addressed to different audiences (students,
community members, supervisors) through response papers, reports,
site visits, and projects. |
| Critical Analysis |
Develops, examines,
situates, and communicates a reasoned perspective clearly to
others. |
Students practice developing,
examining, situating and communicating a reasoned perspective
clearly to others. Based on observation, dialogue and shared
responsibilities that apply the course inquiry model in a stepped
process through writing assignments that build in complexity
and application of skills. |
| Composing Processes |
Understands writing as
a recursive process that involves drafting, re-thinking, editing,
reconceptualizing. |
Students engage in a
shared process of evaluating communication through reading response
papers aloud, site visit presentations, and in progress reports.
Students request feedback from diverse audiences including the
community. |
| Convention Knowledge |
Uses appropriate conventions for
documentation and for surface features such as syntax, grammar,
usage, punctuation, and spelling. |
Students recognize that the final
project must reflect their professionalism in its format and
style. They employ the documentation conventions and standards
appropriate to the discipline. |
Source: Adapted from Western Washington University's Learning
Outcomes for Writing II, available at http://pandora.cii.wwu.edu/cii/resources/writing/writing_rubric.html
|
