“Program Learning Outcomes focuses on the knowledge, skills, and abilities graduates from particular programs are expected to possess.”(HLC Systems Portfolio Structure, Subcategory Two: Program Learning Outcomes).
Note: We are explicitly separating the course evaluation process (using CLOs) from the program evaluation process (using PLOs). While CLOs may still be used to support PLOs, all CLOs do not have to be included in a program’s curriculum map.
Summary: Programs will create a curriculum map indicating the points in the program at which evidence will be collected to assess student progress toward meeting program-level student learning outcomes (institutionally abbreviated as “PLO”).
Justification: Curriculum mapping will facilitate departmental review of programs for coherence and quality and will contribute to Southeast meeting the accreditation criteria of the Higher Learning Commission (HLC).
Directions for Developing Curriculum Maps:
Stage 1: Submit Program-level (Student) Learning Outcomes. (Completed June 2016)
Stage 2: Identify data that will enable evaluation of program-level student learning outcomes (PLOs). (To Be Completed by December 21, 2016)
To download the template for curriculum mapping click here
"Program Learning Outcomes focuses on the knowledge, skills, and abilities graduates from particular programs are expected to possess." (HLC Systems Portfolio Structure, Subcategory Two: Program Learning Outcomes).
|PLO 1||PLO 2||PLO 3||PLO 4||PLO 5||PLO 6|
|XX200||CLO 2: Students
will color with red
|XX250||CLO 3: Students
will paint with all the
colors of the wind.
|XX302||CLO 1: Students
will compose poetry
in the style of an
|CLO 3: Students
will compose a
limerick of heroic
|XX544||CLO 3: Students
will create a scale
model of a Viking
|CLO 2: Students
will compare and
Front and the
People's front of
|Exit Interview||Questions 3, 5, and 9||Questions 1, 2, and 4|
|Section 3||Sections 1 and 4|
Note: Curriculum maps usually include more information regarding where certain concepts are introduced and reinforced in a particular program. Southeast has chosen to focus first on identifying those places in programs where summative assessment occurs. It is likely, however, that in the future we will revisit the “introduction” and “reinforcement” stages. Programs may choose to begin that work now.
Additional resources related to developing program outcomes
Questions regarding this project should be directed to Dr. Daryl Fridley, Director of Assessment (firstname.lastname@example.org)