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Pyramid(of((Assessment)(Success( Aligning(Ins8tu8onal(Learning(Outcomes(with( Program,(GE,(and(CourseAlevel(Outcomes( Sharlene(Sayegh( Director,(Program(Review(and(Assessment( CSULB( [email protected]( Student Learning Outcomes Class – Program – GE - Institutional Class-level learning outcomes Most specific of the learning outcomes; specific to course Should relate to all learning outcomes Program-level Outcomes Builds on LEAP and ILOs Specific to each program / department LEAP Learning outcomes Both for GE courses and "regular" courses Builds on ILOs (http://www.csulb.edu/divisions/aa/ge/) & (http://www.aacu.org/leap/vision.cfm) Institutional Learning Objectives Foundational & General (http://www.csulb.edu/divisions/aa/assessment/institutional_objective.html) California State University, Long Beach History 396 Contemporary World History T/TH 11:00 – 12:15 Spring 2013 3 credits PH2-126 Dr. Sayegh FO2 113, e-mail [email protected] Office Hours: T 8:45 – 9:15 AM; TH 2:00 – 3:00 PM OR By Appt. (office hours subject to change) Required Texts: Carter Findley, Twentieth-Century World Slavenka Draculić, How We Survived Communism and Even Laughed Lao She, Rickshaw Boy Meerya Syal, Anita and Me Vazira Fazila-Yacoobali Zamindar, The Long Partition and the Making of Modern South Asia: Refugees, Boundaries, Histories *primary and secondary sources available on the internet or on Beachboard. The twentieth century has witnessed some of the most exciting and frightening developments the world has known. Revolutions, wars, technological developments, the creation and end of nation-states and empires have all been part of the rhetoric of our lives— of what informs our popular mentalities. This class is an examination of those world events and developments. It seeks to examine modernity in a global perspective, to understand the events of the past century and to ask questions about the future. Because world history is so vast, and we cannot cover every aspect of global change or events, we will focus on a few main themes. At each point, we will take a "micro" and a "macro" approach to world history. At all points, we will explore the "big picture" of historical experience and global change. Classes are a mixture of lecture and discussion, and lectures will assume knowledge of class readings. I will not "teach" the texts, but will incorporate them into my major lecture themes. At the end of the term, you should be able to: *define world history and explain the various approaches to it (Assessments A, B; satisfies to ILO* on critical thinking and professional competency and department PLOs on methods of discipline); *interpret documents from the past and place them in proper context (Assessments A, B); *differentiate between a "sequence of events" and "historical progress" (Assessments A-D); *recognize how "history" is an interpretation of a sequence of events (Assessments A-D; also satisfies to ILO on critical thinking and professional competency and department PLOs on methods of discipline); *make thematic and conceptual comparisons between cultures and societies (Assessments A, B; corresponds to ILO on diversity and department PLO on analysis and methods of the discipline); *understand in what ways people have the capacity to act and in what ways their actions are limited (Assessments A-D; satisfies ILO on critical thinking and department PLOs on analysis, methods, and mechanics; also the ILO on diversity); *present ideas—on paper and in group settings—in a coherent and organized manner (Assessments A-D; ; satisfies ILO on oral and written communication and department PLO on analysis, mechanics, and presentation) *an ILO is an institutional learning outcome, a PLO is a program learning outcome Assessments A. Class Participation / Attendance: (15% of grade) You are solely responsible for signing the roll sheet; if you come in late, make sure to sign the sheet after class. Class participation includes thoughtful discussion, comments and queries of the reading and lecture material. Simply raising your hand to talk about anything will not score points, and in fact will be detrimental to your grade. This is a class on world history and I expect nothing less than the utmost respect for the diverse manners of life, cultures, and languages around the world. Moreover, simply Annual Report on Assessment for July 1, 2012—page 2 CALIFORNIA STATE UNIVERSITY LONG BEACH Annual Report on Assessment 2011 – 2012 5. How were the results used for program improvement? Student Learning Outcome(s) Program Improvement: Academic Year: Degree Program Name: Department Name: Name of Chair: Campus Extension / email: Program Assessment Coordinator: Campus Extension / email: 6. Please provide an update on actions regarding your MOU if appropriate and attach the update to this report if necessary. 1. Which student learning outcome(s) for this degree program were assessed over the past year? 1B. Which General Education student learning outcomes were assessed? These do not need to have been taught in GE courses. Please refer to the LEAP learning model available at http://www.csulb.edu/ge. 2. Briefly describe how these outcomes are linked to CSULB's Institutional learning outcomes (http://www.csulb.edu/divisions/aa/assessment/institutional_objective.html). 7. What are your plans for assessment over the 2012-2013 academic year? 3. How was student learning assessed for each outcome? Student Learning Outcome(s) How assessed: 4. What were the results of the assessment for each learning outcome? Student Learning Outcome(s) Results of assessment: Please send the completed report to your College Dean, Vice Provost Cecile Lindsay, and the Director for Program Review and Assessment Sharlene Sayegh. Please save a copy for your files. If you have any questions or comments, please contact Sharlene at x57094 or [email protected]. Learning Outcomes Alignment Worksheet CSULB WWTL, January 2013 1. Does your course have learning outcomes currently? If so, please list them below. If not, please go over your syllabus and think about the primary goals you have for your students. What do you want them to be able to do when the term ends? 2. What are your department's program learning outcomes? Do you know if the PLOs are listed online? You can check your department's PLOs at http://www.csulb.edu/divisions/aa/assessment/student_learning_outcomes.html. Mark any overlap with your own course outcomes: 3. Is this course a GE course? If so, how are course outcomes aligned with GE outcomes? Even if your course is not a GE course, you can align your curriculum with the LEAP outcomes (http://www.aacu.org/leap/documents/EssentialOutcomes_Chart.pdf) here: 3. Do you know that CSULB has institutional learning objectives (ILOs)? They are located at http://www.csulb.edu/divisions/aa/assessment/institutional_objective.html 4. Compare your course outcomes to the ILOs. Do you see any overlap? If so, mark the connections. (an example is included in the handouts provided at the beginning of the workshop). 5. You are now ready to align your course outcomes with all outcomes on campus! (see sample syllabus) [email protected]( Ques8ons(&(collabora8on(welcomed(