A. STUDENT LEARNING OUTCOMES

List statements which specify in behavioral (measurable) terms what a learner should be able to know, do, or value after the successful completion of the course.

Learning outcomes are ways of describing a course in terms of what the student should be able to achieve. At a very discrete level, we are involved with learning outcomes every time we set an exam or assessment, because we set the exam or assessment to test the outcomes we are trying to achieve. What we don’t always do very well is to make it clear to our students and perhaps to ourselves the outcomes we are looking for.

Typically, 12-15 outcomes will adequately describe a course. It is a challenge and requires detailed planning to identify what we expect the student to achieve.

The primary question you have to ask yourself when writing a learning outcome is:

"How will the student have been changed by this class?"

This is the learning outcome of the class. Are you dealing, for example, with knowledge, skills or understanding? Are the desired outcomes more to do with values, attitudes or motivation? You may find it helpful to distinguish between different types of outcomes such as:

Subject specific outcomes relating to the subject discipline, knowledge or skills essential or particular to this subject discipline.

Core academic outcome relating to broader academic knowledge or skills that might be expected of any graduate, not confined to the subject discipline.

Personal/transferable outcomes sometimes called generic or life skills, and the ability to transfer knowledge, skills or values from one situation to another.

Common sense and a feeling for the practical matters of time and effort will take you a long way down the road to writing effective outcomes..

B. INSTRUCTIONAL STRATEGIES

List the percent ranges for the differing instructional strategies to be employed in teaching this course. The following are examples and are not meant to be inclusive. Percentages should be specified as a range, i.e. 20%-30% to allow for individual instructor variation.

• Percentage of lecture
• Percentage of facilitated discussion
• Percentage of mediated instruction (video, computer, etc.)
• Percentage of group work
• Other

C. COURSE OUTLINE

Provide in outline form, the topics to be covered in this course.

D. ASSESSMENT OF LEARNING OUTCOMES

List the type of evaluations that will be used to measure a students learning in relation to the learning outcomes.

Reference the type(s) of assessment used, what types of learning outcomes it is intended to measure, and its percentage of the total of learning outcomes being assessed. The following are examples and are not meant to be inclusive.

• Objective Tests (true/false, multiple choice, matching)
• Written Tests
• Written papers
• Oral presentations
• Projects
• Research
• Service Learning

E. PREREQUISITES

List and explain the knowledge, skills, abilities that are required to increase the probability of success in this course.

• Other courses
• Co-requisites
• Reading level
• Math level
• Writing Level
• Other knowledge, skills, or attitudes

F. STUDENT PROVIDED LEARNING RESOURCES

List any financial or special activities required by the student in completing this course. The following are examples and are not meant to be inclusive.

• Additional fees
• Transportation
• Special Tools
• Health screenings/immunizations
• Other

A. TRANSFERABILITY

List, if any, colleges and universities that will accept this course as a transfer, along with what this course will transfers as at the appropriate four year school.

Step 1: Catalog review

Faculty member in the subject area (typically the author of a course) does a catalog review. Using paper or web-based catalogs, the faculty member who understands the discipline and subject matter will look for similar courses, in the same and in related departments. The faculty member may also consult with the four-year schools’ liaisons in the GRCC Counseling and Academic Support offices. The top seven transfer schools to be reviewed are: Grand Valley State University, Western Michigan University, Michigan State University, Aquinas College, Ferris State University, Davenport University, and Central Michigan University. In addition, there may be specific other transfer schools in particular fields. (Example, the Art Institute of Chicago for the art program.) A summary of this review is included in the Course Approval and Review Process (CARP) documents.

Step 2: Inquiry of Other Institutions—by the Office of University Relations

This step takes place only when the GRCC course is approved, and therefore worth the time investment at the transfer schools. Information about expected transferability will be included with the official course outline, if received in timely manner. Notice of transferability which comes in later will be communicated to the academic department and the advising offices.

Step 3: Notification

Upon final approval of a course at GRCC, the Office of University Relations notifies the official contact points at the transfer schools:

• Admissions
• Registrar
• Academic Department
• Academic Advising

Finding established transfer equivalencies:

Receiving institutions maintain the list of equivalencies for incoming courses. The Michigan Association of Collegiate Registrars and Admissions Officers (MACRAO) maintains a website: www.macrao.org . Click on the transfer mall, then on the Michigan four-year school in question, then on Grand Rapids Community College. Faculty members may wish to consult with the transfer institution’s liaison in the GRCC Counseling and Academic Support areas.

Transferability Review for Existing Courses

Faculty member responsible for course review checks the equivalencies of major transfer schools on their websites or in their catalogs, or consults with the transfer institution’s liaison in the GRCC Counseling and Academic Support areas. If GRCC course is listed with appropriate transfer equivalencies, the institutions and their course numbers should be indicated.

If the course equivalencies appear incorrect or are missing, the faculty member does a catalog review.

As needed, the Office of University Relations will send out an inquiry to appropriate transfer schools, requesting evaluation of transferability of course.

Results are communicated back to the academic department. When a transfer equivalency is established (by the receiving school) and the Office of University Relations is notified, appropriate GRCC offices will be informed: Faculty, Counseling and Academic Support, Registrar, Deans, others.

For further information or guidance, contact University Relations at 234.3677

B. ACCREDITATION

Specify if this course is required by an external body such as a Board of Licensure or accrediting body.

C. COMMUNITY NEED

Provides data which supports the development of this course as a response to a documented community need.

D. LIFE-LONG LEARNING

Make a statement and provide data which supports the potential for community interest in this course beyond degree requirements.

E. TARGET POPULATION

Make a statement which describes for whom this course is being offered.

A. ENDS POLICIES

Document with both quantitative and anecdotal data which, if any, Ends Policies are met by this course. It is not necessary for the course to meet all of the Ends.

B. GRADUATION REQUIREMENTS

Document with appropriate justification if this course fulfills any GRCC Associate Degree Group Distribution Requirements.

C. GENERAL LEARNER OUTCOMES

Document which, if any, General Learner Outcomes are met by this course.

D. COURSE FIT WITHIN EXISTING PROGRAMS

Document how this course is designed to augment or enhance an existing program.

E. MEETS OTHER DEPARTMENT NEEDS

Document how this course meets the requested needs of another program at GRCC. Identify any similar courses in other departments and document why this course is needed in addition to these courses. Document any collaboration between this course and other departments or courses.

A. SPECIAL STAFFING REQUIREMENTS

Explain and justify within the framework of External Needs, the GRCC System Need, and the Target Population, any special qualifications that an instructor must possess to teach this course.

B. INFRASTRUCTURE RESOURCES NEEDED TO SUPPORT COURSE

Evaluate and document what resources are needed to effectively teach this course.

• Library (books, journals…)
• Technology
• Software
• Physical Space
• Other

C. INSTITUTIONAL ASSESSMENT OF COURSE

Document the measurable criteria instructors, the department and the college will use to assess the success of the course over time.

• Student performance
• Employer rating
• Percentage that pass state certifications
• Student evaluations
• Other