Program and Module Learning Outcomes
One needs at the outset to bear in mind the principle enunciated by Jenny Moon on this issue:
‘It is important to note that there are clear differences in the nature of program outcomes and learning outcomes written for modules. Program outcomes are written for a typical or average student and they may be aspirational. They are not, therefore, directly testable. For example, program outcomes may evidence areas of learning that are the outcomes of the student’s experience of engagement in the program, on the basis that the whole may be greater than
the sum of the parts’.
Learning outcomes written at a programme/course level ought not to be a simple digest of module learning outcomes, but should be a generalized version of them with which they are compatible. Programme level outcomes should also map onto the level descriptors for the appropriate award.
Program Learning outcomes
Program level outcomes may be written with some reference to the criteria given for level awards: programs and courses lead to awards at an appropriate level. What follows is a digest of contemporary thinking at this level which may be useful.
The following categories are used to write the program learning outcomes:-
Knowledge and understanding
Applying knowledge and understanding
Module Learning outcomes
Learning outcomes at a module level are usually written so as to address the three strands :–
but they are different in several essential ways from learning outcomes written for programmes or courses.
more generally, some of the characteristic differences between module outcomes and the outcomes for larger entities are the following:
module learning outcomes should be written in the consciousness that they need to map onto the learning outcomes of the larger entities; they are parts of a whole.
they will tend to be more limited in focus and to be defined more specifically because the area of knowledge covered will be smaller and the concomitant skills necessary to negotiate this area of knowledge will be fewer.
the number of learning outcomes specified will tend to be fewer or more depending on the ECTS weighting of the module. Outcomes at this level are not aspirational. They need to be realistic in terms of what a student can be expected to do in the time available.
the learning outcomes at module level need to be directly testable, by whatever means – multiple choice questionnaire, oral presentation, practical, work-book, logbook, written essay or project, dissertation, formal examination and so on.
learning outcomes for modules are best written at the threshold level, that is, at the pass level so that students know what is required for their progression. For discrimination above that level it may be necessary to devise grade descriptors.
learning outcomes for modules have to be written with the awareness of progression. Different levels of learning will be achievable in different modules: the demands for a Junior Freshman module and those for a Senior Freshman module will be likely to be different.
The structure of program and Module Learning outcomes may take two Scenarios:
Samples of Program Learning outcomes
BSc IN BIOLOGY
Biology is the study of the organization and operation of life at the molecular, cellular, organism, and population levels. Graduates obtain information on the historical, technical and social aspects of biology and utilize basic knowledge toward realizing broader concepts. The Department offers a Bachelor of Science in Biology with a concentration in General Biology; Pre-medicine / Pre-dentistry; Biotechnology / Molecular Biology and a minor in Secondary Education that leads to a Public Instruction License. Additionally, the Department offers courses to a large number of students from other departments and supports pre-professional programs. The Biology curriculum and experiences are designed to prepare students, in part, for entry into professional health programs, graduate studies, technical careers and education
Identification of Complex Relationships
Graduates will be able to illustrate the structure and function of cellular components and explain how they interact in a living cell.
Oral and Written Communication
Graduates will be able to formally communicate the results of biological investigations using both oral and written communication skills.
Laboratory and Field Studies
Graduates will be able to perform laboratory experiments and field studies, by using scientific equipment and computer technology while observing appropriate safety protocols.
Graduates will be able to demonstrate a balanced concept of how scientific knowledge develops, including the historical development of foundational theories and laws and the nature of science.
Graduates will be able to demonstrate scientific quantitative skills, such as the ability to conduct simple data analyses.
Graduates will be able to use critical-thinking and problem solving skills to develop a research project and/or paper.
BSc IN CHEMISTRY
The Chemistry baccalaureate program at Elizabeth City State University provides students with (i) the knowledge and skills in chemistry, (ii) quantitative skills in chemistry, (iii) experimental/research skills and (iv) skills for communication of scientific information needed (a) to embark on careers as chemists in the industrial or public sector, (b) to pursue graduate studies in chemistry or related disciplines, (c) to pursue one of the health professions, namely: medicine, dentistry and pharmacy or (d) to become chemistry educators.
Students will be able to effectively communicate orally and in writing.
General Knowledge of Chemistry
Students will demonstrate a general knowledge of chemistry as demonstrated in passing the American Chemical Society (Pre-Test), General Chemistry Examination (GCE) and Major Field Test (MFT).
Analyze and Interpret Data
Students will be able to design and perform hypothesis driven laboratory experiences, analyze and interpret original data.
Perform in Lab Setting
Students will able to design, carry out, record and analyze the results of chemical experiments following standard safety laboratory protocols as well as standard lab equipment and modern implementation.
Students will be able to use information resources that include: (a) finding information using primary sources in traditional library, electronic indexes and journals, and (b) retrieving and evaluating scientific information from secondary sources such as electronic databases.
Students will be able to distinguish between the sub-disciplines of chemistry: analytical, biochemistry, inorganic, organic and physical chemistry.
BSc IN PHYSICS
The physics baccalaureate program at Elizabeth City State University will provide students with a theoretical and experimental background in physics and mathematics as well as a general background in chemistry and computer science. A set of core physics courses provides fundamental knowledge and experimental education in the various concentrations within the major which includes mechanics, electricity and magnetism, thermodynamics, optics and modern physics. In addition, laboratory and research experiences are provided to help students attain a better comprehension of physics concepts; acquire skills in scientific communication and retrieval of scientific information. This educational foundation will be a stepping stone for students to (1) embark on careers as physicists in the industrial, research laboratory or public sector, (2) pursue graduate studies or professional schools or (3) become an educator in the school system.
Students will be able to demonstrate understanding of the basic areas of physics which encompasses the following: classical mechanics, electricity and magnetism, thermodynamics, modern physics and optics.
Students will be able to identify principles and applications of modern instrumentation, experimental setup, and data analysis.
Students will be able to apply experimental/ research and quantitative skills to individual laboratory research.
Students will be able to communicate scientific information clearly and precisely in written and oral presentations.
Students will be able to use computer technology to create, design, and analyze scientific reports.
BSc IN MATHEMATICS
The mission of the undergraduate program in mathematics is to equip students with analytical, logical, and problem solving skills necessary to effectively solve and communicate mathematics. We prepare majors to apply their knowledge in advance degree programs and careers requiring expertise in mathematics.
Students will be able to solve multi-step mathematical problems.
Students will be able to use computer algebra systems for simulation and visualization of complex mathematical ideas and processes.
Students will be able to evaluate and construct proofs in a well-organized and logical manner.
Students will be able to clearly and precisely present mathematical ideas in oral and written form.
Students will be able to identify, formulate, and analyze real world problems with statistical or mathematical techniques.
Students will be able to analyze and solve problems in core mathematical areas which include; calculus, linear algebra, abstract algebra, real analysis, differential equations and statistics.
BSc IN PHYSICAL EDUCATION
The mission of the Physical Education program is to provide educational opportunities for students seeking a B.S. degree in Physical Education Teaching and licensure by disseminating updated knowledge and information about physical education pedagogy, pedagogical content knowledge, physical activity programming, nutrition, exercise, human movement, curriculum design, and instructional strategies.
Scientific and Theoretical Knowledge
Physical education teacher candidates will be able to apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Physical education teacher candidates will be able to describe and apply the biological, psychological, historical, and sociological concepts related to physical education.
Fundamental Motor Skills and Movement Forms
Physical education teacher candidates have the knowledge, skills and dispositions to effectively teach safe and developmentally appropriate fundamental motor skills, movement forms and physical activities.
Physical education teacher candidates will be able to apply movement education concepts and the critical elements of loco motor, non-loco motor and manipulative skills.
Physical education teacher candidates will demonstrate personal competence in a variety of fundamental motor skills and movement forms.
Fitness, Nutrition, and Obesity Prevention
Physical education teacher candidates will be able to apply knowledge, skills and dispositions to teach fitness and nutrition concepts needed to reduce and prevent obesity.
Physical education teacher candidates will be able to demonstrate and apply the five components of health-related fitness by creating a physical activity program geared toward students in the K-12 system.
Physical education teacher candidates will be able to demonstrate knowledge in a variety of obesity reduction and prevention intervention practices by creating a physical activity and nutrition program designed for students in the K-12 school system.
Sport, Physical and Leisure Activities Knowledge
Physical education teacher candidates will be able to utilize managerial rules and routines to create and maintain a safe and effective learning environment during microteaching assignments.
Physical education teacher candidates apply knowledge of responsible personal and social behaviors in all settings.
BSc IN PSYCHOLOGY
The study of psychology provides knowledge regarding the causes of behavior and psychological methods of investigation. A background in psychology promotes within an individual a sense of competence and efficiency through a better understanding of development, learning, cognition, and emotion. The mission of the Psychology program is to introduce students to the practical, scientific, and theoretical/philosophical factors associated with the study of human behavior.
Students will be able to summarize major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Students will be able to apply basic research methods in psychology, including research design, data analysis, and interpretation.
Students will be to apply critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.
Students will be able to identify and discuss the complexity of sociocultural and international diversity.
Students will be able to weigh evidence, and tolerate ambiguity that underpins psychology as a discipline.
Students will develop insight into their own and others' behavior and mental processes.
BSc IN ACCOUNTING
The Accounting program in the Walter R. Davis School of Business and Economics provides a challenging student-centered learning environment. The program strongly prepares its students with special emphasis on the skills that give a comparative advantage in participating in the global business environment. The primary objectives of the program are: To prepare students for entry-level business career opportunities in both the public and private sectors, to provide basic preparation for professional licensure, to prepare students for graduate study, to produce graduates with the knowledge, skills, behaviors, and confidence to succeed in the career of their choice and in life, and to produce graduates who are effective communicators and problem solvers and who will contribute to the common good in a global society.
Graduates will be able to prepare and analyze financial statements.
Graduates will demonstrate entry level technical competence in financial accounting, cost/managerial accounting and auditing.
Graduates will be able to apply principles of the US Tax System to real life cases.
Graduates will be able to describe the principles related to the design, integrity and effectiveness of accounting information systems
Graduates will be able to apply critical thinking skills to business decisions.
Graduates will be able to communicate effectively both in oral and written format.
BSc IN BUSINESS ADMINISTRATION
The BSc in BA degree provides basic professional preparation for careers in business, government, and non-profit organizations, with specific focus on administration. The curriculum is designed to help students develop the ability to evaluate and make business decisions against changing competitive, economic, legal, political, social/cultural, and technology environments; familiarize themselves with the dynamics of the internal organization and operations of business firms; develop skills in identifying problems, issues, strengths, weaknesses, opportunities and threats confronting business firms; acquire tools, methods, and techniques for analyzing and solving business problems; and the ability to develop and implement strategies.
Graduates will be able to apply critical thinking skills to business decisions.
Graduates will recognize ethical dilemmas in business and professional environments and demonstrate social responsibility.
Graduates will be able to apply and use fundamental principles from the core knowledge base of Business Administration specific to the areas of accounting, economics, finance, information systems, international business, legal and social environment, management, marketing and quantitative business analysis.
Graduates will be able to communicate effectively both in oral and written format.
BA IN ENGLISH
The BA in English program supports the University's mission to prepare its students for responsible and creative participation in a global society by giving them a strong foundation in reading comprehension, a proficiency with language, and the ability to reason critically. The Department also seeks to develop students' appreciation and awareness of their own rich literary heritage and those of other peoples.
Students will be able to analyze works of literature with an emphasis on British and American literature and culture.
Students will be able to define and use theoretical terms and perspectives important in English Studies
Students will be able to incorporate research in well-organized argumentative reports that competently develop a research question and use relevant source material.
Students will develop the ability to read works of literary, rhetorical, and cultural criticism and deploy ideas from these texts in their own reading and writing.
Students will be able to use spoken, written and visual language to communicate effectively and creatively with a variety of audiences and for different purposes.
Students will be able to use a variety of technological and information resources to gather and synthesize information in order to communicate effectively with a global audience.
BA IN HISTORY
The History program is designed to provide students with a broad liberal arts education, create an environment for students to develop academic skills in understanding their culture and history as well as those of other societies and nations. The History program is committed to preparing thoughtful citizens and productive members of a global society through the utilization of diverse curricula. The program is organized to prepare students for advanced study in history and law, as well as prepare students for careers in education, public history, government, research and other related occupations throughout the world.
Majors will be able to employ historical methods in the selection and use of a variety of resources (primary, secondary, historical and interdisciplinary).
Majors will be able to analyze a variety of primary and secondary resources to draw conclusions and about historical occurrences across time and throughout the world.
Majors will be able to identify and analyze motives, reasons and/or causes and effects of specific historical occurrences across time and throughout the world.
Majors will be able to produce an original research project based on a historical question, using a variety of primary and secondary, historical and interdisciplinary resources.
Majors will be able to critically assess issues, events, ideas, and theories of various periods of history, while showing an ability to engage in differing interpretations regarding those issues, events, ideas, and theories.
BA IN SOCIOLOGY
The mission of the Sociology Program is to provide undergraduate instruction in sociology and prepare students to pursue graduate study in the field or other related areas such as business, education, law, counseling, and the media. Students in sociology received an undergraduate degree which is in the best tradition of liberal education, and which instills in them not only a scientific bent of mind but also a "sociological imagination" that is historical, comparative, critical, and global in nature.
Students will be able to interpret the core of sociology reasoning: how sociological perspective is different from other social science perspectives; analyzing personal experience using the sociological imagination.
Students will be able to compare and contrast the core institutions of society such as family, economy, politics, education, and religion.
Students will be able to analyze social change processes such as urbanization, industrialization, the rise of the information economy, and globalization and determine how these shape contemporary social life and policy making.
Students will be able to compare the nature of different social groups such as different races, ethnicities, religious groups, and classes, and distinguish between the social issues of domination, subordination, and exploitation.
Students will be able to explain the role of research methods in building sociological knowledge, social research, data analysis, and ethical practices in sociological research.
BSc IN ENGINEERING TECHNOLOGY
The B.S. degree in Engineering Technology is designed to fulfill the mission of ECSU to provide high quality education, increase enrollment and provide opportunities for students to help alleviate the need for Engineering Technology education, in the 21 counties of northeastern North Carolina. The high quality of the proposed program will not only prepare a highly competitive workforce, but will also make graduates more marketable and its overall benefits will attract more students, in- turn supporting the institution's goals in terms of providing high quality education and projected enrollment increases.
Student Learning Outcomes
Student Learning Outcomes describe the knowledge, skills and dispositions that students have learned from completing the Engineering Technology program. Each student learning outcome is mapped to a program education objective, which prepares graduates to attain the program educational objectives within a few years of graduation.
Students will be able to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities.
Students will be able to select and apply principles of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies.
Students will be able to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes.
Students will be able to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives.
Students will be able to function effectively as a member or leader on a technical team.
Students will be able to identify, analyze, and solve broadly-defined engineering technology problems.
Students will be able to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.
Students will be able to recognize the need for engage in lifelong learning to maintain and enhance their knowledge of the discipline.
Students will be able to identify contemporary issues encountered in the engineering technology profession related to diversity and the impact of technology decision on a global society.
Students will be able to explain the ethical and professional responsibilities associated with the practice of engineering technology.
Students will be able to demonstrate the importance of quality, timeliness and continuous improvement to the field of engineering technology.