Glossary
Course Learning Outcomes (CLOs) are probably the most familiar as most of the courses taught at KPU have learning outcomes baked into the course outline. CLOs speak to what the student will be able to do or know at the end of the learning activity, and in this case that learning activity is a course. As this is the end of the course, the CLOs should reference the integration of material taught in lessons into themes or broader understanding and its application in a measurable or demonstrated manner.
After the program review team brainstorms an extensive list of graduate competencies, they group these competencies based on the similarity of ideas presented. These groups are then given Titles that describe the ideas presented by the group. These titles are called competency category titles.
A process that cross-references program level Learning outcomes (PLOs) with course level learning outcomes (CLOs) and assesses the level of the intersection between the two on an IDA (Introductory, Developing, Advanced) scale. The curriculum mapping process results in a curriculum map.
Curriculum Review assesses the PLOs and the distribution of Is, Ds, and As from the IDA Process. A relatively equal distribution of Is for each PLO, Ds for each PLO and As for each PLO is expected. In addition to gaps and redundancies, misalignments must be identified. Any issues with the PLOs, CLOs, their intersection or their IDA assessment are identified, then the issues are be documented in section 2.3 of the Self-Study report under Curriculum Assessment. If there is a rationale that accounts for this issue it should also be documented in section 2.3 of the Self-Study report. And if there isn’t an explanation, this should be noted as well in section 2.3 of the Self-Study report as an opportunity to be addressed in the Quality Assurance Plan.
Gaps occur when a PLO or CLO are underrepresented by the intersections. See page 24 for an example.
Graduate competencies are the Knowledge, Skills and Attitudes (KSAs) a student who has completed a program of study are expected to have. Knowledge usually involves specific discipline related information, for example, knowing behaviorism, knowing ohms law, or knowing the stochiometric ratio for petroleum to combust. Skills can include discipline specific information such as the ability to weld aluminum, calculate pi to 5000 decimals, and brew a batch of beer. Skills can also transcend discipline, for example, communication skills, leadership skills, and the ability to work in teams. Attitudes speak to a graduate’s disposition to discipline related topics, for example ethical practices, respect for worksite dangers, or a commitment to Social Justice.
IDA Assessment looks at the level of the material germane to the PLO being introduced. There are three levels in this assessment, I or introductory, D or developing and A or advanced. This assessment involves reviewing each intersection of CLO and PLO to determine if the material described in the CLO is introducing the PLO, developing the ideas of the PLO, or presenting an advanced understanding of the PLO to verify whether the program’s curriculum has been scaffolded properly.
Graduate Competencies
Learning Outcomes are statements that describe the learning that students can demonstrate at the end of an educational activity like a lesson, course, or program.
Lesson Learning Outcomes (LLOs) speak to what a student will be able to do or know at the end of the lesson. These outcomes tend to be very specific, dealing with discrete ideas, tasks or attitudes that will become the foundation of knowledge on which future broad understanding is built.
Misalignment in the curriculum refers to a PLO that is advanced before it is developed or developed before it is introduced. See this page for an example.
The Office of Planning & Accountability (OPA) provides university-wide planning and decision support for strategic and program planning, enrollment management, quality assurance, and continuous improvement. OPA is also responsible for KPU’s non-financial accountability and compliance reporting. For more information about the Office of Planning and Accountability or the Program Review Process please see here
Outliers are results that deviate from the expected patterns in the curriculum map. Outliers may or may not have a rationale to explain them. All outliers should be detailed in the curriculum assessment portion of the self-study report, accompanied by any rationale or indication that no rationale exists. See this page for an example.
Program Learning Outcomes (PLOs) state what the learner should be able to demonstrate knowing, feeling or doing in a measurable way at the end of their program of study. A PLO consolidates the learning from the courses and the learner should be able to use this consolidated information in measurable and demonstrable ways.
The Program Review Process is governed by KPU Policy AC3. This policy defines the Context, Scope, Purpose, Limits and Policy Principles of the Program Review Process. Redundancies – Redundancies occur when a PLO or CLO are overrepresented by the intersections. See this page for an example.
T&L,TLC and “the Commons” all refer to the Teaching and Learning Commons, a department at KPU that supports and develops excellent instructional practice as it relates to program review. The Commons does this by providing scholarly or research-based pedagogical support and instructional technology with required training, support around the design and delivery of instruction and support for the planning and alignment of curricular components. For more information about TLC, or to contact someone at TLC please see here.