ll graduate programs assess both Student Learning Outcomes (SLOs) and Program Outcomes (POs).
Student Learning Outcomes
Student Learning Outcomes measure the major knowledge, skills, and behaviors taught in the discipline. These outcomes direct the efforts of faculty and program leaders for teaching, services and assessment. The main purpose of SLOs is to directly measure foundational competencies that enhance the quality of education for students and ensure completion of courses/program. The results of these measures provide faculty insights on what they can focus on for continuous improvement within their programs and to help their students excel. In addition, SLO assessment serves to meet institutional and state assessment requirements as well as regional and discipline specific accreditation requirements.
SLOs for graduate programs that have multiple levels such as baccalaureate, master's, and/or doctoral degrees must show evidence of measuring progressively more advanced competencies and rigor according to the level. Therefore, the outcomes for each level must differ to be able to adequately demonstrate higher order knowledge and skills.
For graduate programs, SLOs reports assess may include at least three of the following competencies in separate outcomes:
- Critical Thinking – think critically, analytically, and creatively with the skills and ability to problem-solve, assess, compare, contrast, incorporate, and synthesize knowledge and information;
- Written Communication – in writing organize and clearly express knowledge and ideas using proper conventions, mechanics, formats, tone, grammar and syntax that appropriately address the intended audience and are congruent to the discipline or subject matter;
- Oral Communication – verbally organize and clearly express knowledge and ideas using proper conventions, mechanics, formats, tone, grammar and syntax that appropriately address the intended audience and are congruent to the discipline or subject matter; or
- Content/Discipline Knowledge – identify, understand, and utilize foundational and advanced concepts, facts, theories, techniques, and formulas quintessential to the discipline.
Optionally, it is possible to categorize outcomes relating to the technology competency. This competency may be of crucial relevance to disciplines that heavily rely on the use of specialized technologies.
Program Outcomes
Program Outcomes focus on assessing efficiency outcomes that do not directly pertain to student learning for each degree program. Much like the student learning outcomes, the purpose of these outcomes is to measure major components of each degree in order to continuously improve the quality of the program. They serve to meet institutional, regional, and accreditation assessment expectations. These outcomes differ from student learning outcomes in that they measure all of the components that relate to the structure, administration, and support services offered by each degree program. Each degree program varies in terms of program outcomes according to their mission's priorities and specific accreditation needs.
A minimum of three program outcomes are required for each degree program.
Assessment of Different Modalities/Delivery Model
Each modality or delivery model requires separate SLOs and POs. The outcomes and methods are expected to be the same or equivalent to the face-to-face delivery of the program. However, data for the results and the improvement strategies driven by these data must relate specifically to the students taught under each modality. Specifically, these modalities include:
- Online Programs offering 50% or more of the required courses online. Both cohort and non-cohort online programs must be assessed. For programs in which students are not in a cohort: Students who are taking 50% or of their courses online would qualify to be included in the sample of students assessed.
- Off-Campus Programs that offer 50% or more of the required courses in an off-site location such as the FIU at I-75, and Downtown on Brickell. Cohort based off-campus programs must be assessed separately. Only off-campus programs where students typically transition from on-campus i.e., MMC and BBC) to off-campus locations and cannot be separately tracked are excluded from policy.
- Off-Shore Programs offering 50% or more of the required courses off-share.