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Students will develop the ability to recognize, understand and accept ownership for their learning by self-assessing, demonstrating, and evaluating behaviors that support the learning situation.

Students will be able to demonstrate the following measurable behaviors/skills:

  • Set and recognize priorities
  • Communicate needs and make decisions
  • Make and follow through on commitments
  • Demonstrate respect for self and others
  • Understand work ethic
  • Make ethical decisions
  • Work independently as well as cooperatively to develop an awareness and sense of responsibility to the larger community
  • Recognize academic and personal obstacles to learning and have strategies to overcome them

Communications (Oral and Written)

Students will demonstrate the ability to create meaning between themselves and their audience; learn to listen, read, speak, and write effectively using graphics, electronic media, computers and quantified data.

Students will be able to demonstrate the following measurable behaviors/skills:

  • Read and listen analytically with understanding and openness toward another point of view
  • Write and speak clearly, accurately, and fluently with a sense of continuity
  • Organize information to develop and support a main idea
  • Analyze information and persuade an audience
  • Receive, analyze, and present information through visual media
  • Demonstrate skill in gathering information from and within a specific field
  • Collect and organize information about a topic through observation, library or applied laboratory research
  • Evaluate information on the basis of its origin, viewpoint, currency, relevance, and completeness
  • Analyze, interpret, and synthesize information

Critical Thinking

Critical thinking is the purposeful and self-regulatory process of conceptualizing, interpreting, applying, analyzing, synthesizing, and evaluating information gathered from or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action.

Skills involved in the process of critical thinking include but may not be limited to the following:

  • Formulating questions
  • Recognizing the need for both quantitative and qualitative information
  • Analyzing information, recognizing that accurate and complete information is the basis for effective decision-making
  • Synthesizing to combine information in new or different ways
  • Gathering or generating diverse possible solutions
  • Proposing reasoned solutions and interpreting them to others
  • Evaluating and testing solutions for validity and appropriateness

Global Awareness

Students will demonstrate an awareness and appreciation of the world: its scientific complexity, its social diversity, and its artistic variety.

Students will be able to demonstrate the following measurable behaviors/skills:

  • Demonstrate understanding and openness toward another point of view
  • Use intercultural and/or international perspectives
  • Observe, listen and respond appropriately
  • Make justifiable inferences
  • Recognize bias, stereotyping, and manipulation
  • Analyze, interpret, and synthesize information
  • Evaluate information on the basis of its origin, viewpoint, relevance and completeness

Assessment Tools Created by Faculty

Information Literacy, a Teaching Tool Created by SCC Faculty

Faculty Toolkit for Teaching Information Literacy - Resources to help faculty teach about information resources and the research process

Assessment and Outcomes

Assessment Glossary - Washington State Board for Community and Technical Colleges
Definitions of basic assessment terminology

Assessment Manual - Eastern New Mexico University
Advice for assessing learning at the program, department and classroom levels

Assessment, Teaching and Learning - Washington State Board for Community and Technical Colleges
Includes information of interest to two year college faculty [The State Board has also created a wiki for sharing information.]

Assessment Techniques and Activities - Montana State University, Bozeman
Ways to collect evidence of student learning at the department or program level

Authentic Assessment Toolbox - How-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning

eWAG - Washington Assessment Group newsletter for higher education faculty; includes thoughtful and informative articles and practical tools to support teaching and learning

FAST (Free Assessment Summary Tool) - Mount Royal College
Anonymous online survey tool that automatically summarizes students' impressions of a course and/or teacher and supplies the data directly to the teacher

Field-tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors - created by the National Institute for Science Education

Full Text Materials on Teaching and Learning - National Teaching and Learning Forum
Practical tips on such topics as assessment techniques, learning student names, and classroom discussion

Internet Resources for Higher Education Outcomes Assessment - University of North Carolina
Extensive annotated list that includes general resources, assessment of specific skills or content, assessment handbooks, and student assessment of courses and faculty


Full Text Materials on Teaching and Learning - National Teaching and Learning Forum
Practical tips on such topics as assessment techniques, learning student names, and classroom discussion

MERLOT: Multimedia Educational Resources for Learning and Online Teaching - Collection of peer reviewed higher education online teaching and learning materials

Teaching Tips - Center for Instructional Innovation, Western Washington University
Links to web resources on course design, instructional planning, and teaching strategies

Teaching Tips - Honolulu Community College
Large collection of practical tips ranging from first day activities to dealing with difficult behavior

Washington Center for Improving the Quality of Undergraduate Education
Works with faculty and administrators on curricular initiatives, equity and diversity, learning communities, and faculty enrichment

Selected Assessment and Outcomes Books in the SCC Library

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco: Jossey-Bass, 1993.
CALL NUMBER: 378.125 ANGELO 1993

Diamond, Robert M. Designing and Assessing Courses and Curricula: A Practical Guide. Rev. ed. San Francisco: Jossey-Bass, 1998.

Erwin, T. Dary. Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes. San Francisco: Jossey-Bass, 1991.
CALL NUMBER: 378.73 ERWIN 1991

Jacobs, Lucy Cheser, and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.
CALL NUMBER: 378.1661 JACOBS 1992

Nichols, James O. Assessment Case Studies: Common Issues in Implementation with Various Campus Approaches to Resolution. New York: Agathon, 1995.

Nichols, James O., and Karen W. Nichols. The Department Head's Guide to Assessment Implementation in Administrative and Educational Support Units. New York: Agathon, 2000.

Nichols, James O., and Karen W. Nichols. The Departmental Guide and Record Book for Student Outcomes Assessment and Institutional Effectiveness. 3rd ed. New York: Agathon, 2000.

Nichols, James O. Institutional Effectiveness and Outcomes Assessment Implementation on Campus: A Practitioner's Handbook. New York: Agathon, 1989.

Raisman, Neal A., ed. Directing General Education Outcomes. San Francisco: Jossey-Bass, 1993.

Rose, Amy D., and Meredyth A. Leahy, eds. Assessing Adult Learning in Diverse Settings: Current Issues and Approaches. San Francisco: Jossey-Bass, 1997.

Serban, Andreea M., and Jack Friedlander, eds. Developing and Implementing Assessment of Student Learning Outcomes. San Francisco: Jossey-Bass, 2004.
CALL NUMBER: 378.15543 DEVELOP 2004

Trudy W. Banta and associates. Making a Difference: Outcomes of a Decade of Assessment in Higher Education. San Francisco: Jossey-Bass, 1993.
CALL NUMBER: 378.1664 MAKING 1993

Walvoord, Barbara E., and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998.

Wiggins, Grant P. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, 1998.

Selected Teaching Books in the SCC Library

Bain, Ken. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004.
CALL NUMBER: 378.12 BAIN 2004

Bateman, Walter L. Open to Question: The Art of Teaching and Learning by Inquiry. San Francisco: Jossey-Bass, 1990.

Brookfield, Stephen D. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 1995.

Brookfield, Stephen D. The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom. San Francisco: Jossey-Bass, 1990.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993.
CALL NUMBER: 378.125 DAVIS 1993

Diane F. Halpern and associates. Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World. San Francisco: Jossey-Bass, 1994.

Greive, Donald, ed. A Handbook for Adjunct/Part-Time Faculty and Teachers of Adults. 3rd ed. Cleveland: Info-Tec, 1995.

Knowlton, Steven R., and Betsy O. Barefoot, eds. Using National Newspapers in the College Classroom: Resources to Improve Teaching and Learning. Columbia, SC: U of South Carolina, 1999.
CALL NUMBER: 378.1732 USING N 1999

Lowman, Joseph. Mastering the Techniques of Teaching. 2nd ed. San Francisco: Jossey-Bass, 1995.
CALL NUMBER: 378.125 LOWMAN 1995

Lucas, Christopher J., and John W. Murry, Jr. New Faculty: A Practical Guide for Academic Beginners. New York: Palgrave Macmillan, 2007.
CALL NUMBER: 378.12 LUCAS 2007

Lyons, Richard E., Marcella L. Kysilka, and George E. Pawlas. The Adjunct Professor's Guide to Success: Surviving and Thriving in the College Classroom. Boston: Allyn and Bacon, 1999.
CALL NUMBER: 378.12 LYONS 1999

McKeachie, Wilbert J., Marilla D. Svinicki, and Barbara K. Hofer. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin, 2006.

McMahon, Christine M., ed. Critical Thinking: Unfinished Business. San Francisco: Jossey-Bass, 2005.
CALL NUMBER: 378.1543 CRITICA 2005

Menges, Robert J. Faculty in New Jobs: A Guide to Settling in, Becoming Established, and Building Institutional Support. San Francisco: Jossey-Bass, 1999.

Meyers, Chet, and Thomas B. Jones. Promoting Active Learning: Strategies for the College Classroom. San Francisco: Jossey-Bass, 1993.
CALL NUMBER: 378.125 MEYERS 1993

Palloff, Rena M. Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass, 2007.

Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass, 1998.
CALL NUMBER: 371.102 PALMER 1998

Terry O'Banion and associates. Teaching and Learning in the Community College. Washington: Community College P, 1994.

Vella, Jane. Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. San Francisco: Jossey-Bass, 1994.

Faculty are encouraged to share course and program outcomes, both final and draft, as well as any guides or worksheets that they have found to be helpful. Reviewing the ideas and strategies of others will lead to more effective outcomes overall.

Outcomes by Program

Note: These documents are available through SCC's intranet only.

Arts and Sciences

Business, Hospitality and Information Technologies

Health and Environmental Sciences - Allied Health

Health and Environmental Sciences - Nursing

Instructional Services

Technical Education

SCC Annual Outcomes Assessment Reports

(submitted to State Board for Community and Technical Colleges)

Frequently Asked Questions

Q: What are outcomes?

A: Outcomes are the intended objectives or deliverables of a class, program, or discipline. What will the student be able to do upon completion? An outcome can also be a varying degree of ability, such as "able to score an 80% or higher" on a competency exam.

Q: Why do they matter?

A: Outcomes give us a standard or expectation to aim for, and a way of measuring our success in obtaining the standard. These benchmarks provide a way for students, faculty and other stakeholders to determine the value of their experience, and a way to engage in comparisons to other courses or programs.

Q: Who is in charge of these outcomes?

A: Outcomes are really everyone's responsibility. Administration is responsible for ensuring that the outcomes process is in place. Faculty have been given the opportunity to be involved in the processes of establishing, measuring, and modifying outcomes. Faculty are the closest to both the area expertise and the student; therefore, it makes most sense that we take responsibility for these activities.

Q: Where can I find the outcomes for my program?

A: Outcomes were created for all programs as part of the 2003 accreditation process. Faculty in all departments are working on revising and updating their course and program outcomes. Your department chair and/or division secretary should be able to direct you to current outcomes. We've also posted many of them on this website.

Q: My program's outcomes seem out of date or incomplete. How do I go about getting them revised?

A: You can work with your colleagues to determine what, if anything, needs to be updated. You might consider adding to or changing the outcomes to be measured, or determine that the measurement instrument itself needs changing. Keep in mind that most of us are continuously improving our courses and programs; we just need to formalize the process through documentation.