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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

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.