Embedded Files
Learning Outcomes Page
Learning Outcomes Page
Learning Outcomes page--First, there is a list of the learning outcomes for the course, and following that is a list of the learning outcomes for the particular degree program of which that course is a part.
Integration of Course Outcomes with Program Learning Outcomes and with Module Learning Outcomes
It is important to understand that WISR’s mission, vision and values are articulated through our PROGRAM learning outcomes. These outcomes form the basis of our COURSE learning outcomes and in turn, the design of our MODULE outcomes as well. When you complete a module learning outcome, you can be assured that that outcome springs from a course outcome which originates in a program outcome which derives from our mission, vision and core values. We have consciously developed our curriculum to make connections: module to course, course to program, program to mission and vice versa.
MORE ABOUT COURSE OUTCOMES
Because your attainment of our PROGRAM outcomes are so important, we are committed that you attain, and benefit from, each of the COURSE outcomes on each course's page on "Overview: Learning Outcomes and Measures."
A “course learning outcome” describes a specific measurable outcome that you are to use in guiding your learning in the course, and to help you and the faculty member working with yoyu to assess the evidence that you have achieved each course learning outcome.
Our ecosystem of outcomes at the program and course levels is deeply integrated with one another, and in turn, with the learning outcomes for course MODULES.
Indeed, in very practical terms the modules have been designed specifically so that you achieve, or at least build your learning toward, the measurable course learning outcomes as you complete module assignments. And certainly, the other course assignments (annotated bibliography, self-assessments, collaboration with other students, and for many courses, term paper and action-research project) contribute to course outcomes, and because of the integration noted above, to program outcomes as well. The various assignments provide you with a number of opportunities to learn and to demonstrate your learning to faculty.
A. Understanding How to Use Outcomes
It is important to read these outcomes as you begin each course, because they are designed to help guide your studies in the course, and one of your course assignments is to discuss how you achieved the course learning outcomes, as well as to discuss your progress toward achieving two of the degree program learning outcomes.
Furthermore, you should use your studies in each course to become increasingly familiar with the overall learning outcomes for your chosen degree program. Also, you should discuss with your supervising faculty member these degree program outcomes, so that you can use them to help guide your studies. As you progress, you can reflect on, and discuss with faculty, what you have and haven't accomplished in your studies thus far.
B. Understanding How You Are Evaluated by Faculty
We have developed an entire Google Site (website) to help you learn about, and understand well, the philosophy behind WISR's approaches to evaluating student learning, and to inform you about the specific practices that we use to evaluate your learning, both in each course, and in assessing your progress throughout your studies at WISR.
You should read this site on Evaluating Learning at WISR! The outline of topics addressed are listed below:
Activities to be Evaluated in Each Course—the learning activities that faculty will evaluate, including the role of student self-assessments and the importance of being aware of WISR’s Mission and Degree Program Learning Outcomes.
Faculty Evaluation of Student Learning, including the forms used by faculty in the Evaluation of Student Performance.
The Evaluation of student Progress through the Degree Program
WISR’s Official Policies and Practices on Grading and Awarding Credit
Challenges and Opportunities in Grading and Documentation of Student Learning, including the various uses of student learning portfolios, the value of collaboration among students, and the importance of transparency about the details of that collaboration.
Annual Evaluations of Program and Faculty—we give details about the several ways in which we gather data to evaluate our programs—our designed learning outcomes, methods and faculty.
The evaluation of WISR's curriculum, learning outcomes, and teaching-learning methods is continual. WISR was founded with the intention of being mindful and purposeful in experimenting with educational improvements. We describe some of the many ways in which this process happens, day by day, month by month.
WISR’s Philosophy of Transformative Evaluation, including a discussion of the roles of summative, formative and transformative evaluation.
The sometimes, contradictory purposes of formative and summative evaluation, and the relationship to “Learning-Certification” contradictions.
Evaluation as the “Discovery of Grounded Theory”, including a discussion of the merits of those approaches to research which develop concepts, theories, questions, tentative courses of action, and working hypotheses from specific examples and stories.
WISR’s Learning Methods, Learning Objectives and Assessment of Outcomes: Relevant Theories and Epistemology on the Development of Expert Knowledge and Practice in the Real World. A discussion of how, as part of our ongoing process of reflecting on, and articulating, our methods of learning and evaluation--in designing our online courses, WISR faculty revisited our ideas about "expert knowledge and practice"--as a way both to educate further our students, as well as to guide our methods of evaluating student learning and learning outcomes, and engaging in continual review of our academic programs.
This includes information about WISR's institutional mission and about our Program Learning Outcomes and Measures
Program Learning Outcomes (PLOs)--for each of WISR's three degree programs
Program Learning Outcomes (PLOs)--for each of WISR's three degree programs
How PLOs are Organized and Employed
1) For each degree program, there are Five Program-Specific PLOs: As a graduate institute, we require students to achieve five program-specific PLOs, each of which is quite substantial and complex, and not achieved through one single, simple indicator or outcome. Consequently, we have identified two to six or so indicators/more specific outcomes, which when attained, provide tangible and convincing evidence that the main PLO has been achieved.
2) Common to all degree programs, there are Six Mission-Directed PLOs: In addition to the program-specific program learning outcomes, we have six mission-directed learning outcomes that are determined by our mission and values, and reflected in the resulting meta-competencies expected for each WISR student.
We have developed more detailed articulation of these PLOs, and additional key indicators, for use in our online courses, rubrics, curriculum maps and PLO tracking worksheets. Specifically, they are:
a) used by faculty in evaluating and documenting student learning—including being tracked and noted on a PLO spreadsheet in each student’s file, in paperwork placed in each student’s file when a faculty member has determined the achievement of the PLO and the evidence for the achievement of the PLO,
b) used by students in becoming oriented to their degree program’s requirements, and in following the instructions in each course that students read and use to guide, and self-assess, for faculty review, and their progress in achieving the PLO,
c) used by faculty in evaluating the progress and success of students as a whole in their learning at WISR. This approach is critical to our achieving the PLO.
EACH DEGREE PROGRAM'S LEARNING OUTCOMES ARE SUMMARIZED BELOW . . .
I. MS in Education and Community Leadership PROGRAM LEARNING OUTCOMES (PLOS)
MS Program-Specific Learning Outcomes
A. The student will demonstrate that they:
1. Know how experts use research, theories, key concepts, and professional practices in leadership.*
2. Evaluate key theories and methods of leadership.
3. Apply skills of conscious and deliberate planning in pursuing goals as a leader, as indicated by making critical comparisons of alternative courses of action.
4. Create theoretical applications and strategic practices in at least one area of specialization, and within one specific setting of educational or community leadership, as indicated especially in their Master’s thesis and course-based action-research projects.
5. Apply skills of doing an effective, critically minded and comprehensive review of the literature in an area of special interest to the student.
*[in these areas: Leadership and Collaboration; Innovation and Change; Grassroots Community Leadership; For Contemporary Challenges and Opportunities; For Diversity and Inclusiveness; Addressing the Challenges of Hate and Racism.]
WISR Mission-Directed Program Learning Areas and Outcomes
In addition to the above-mentioned MS program-specific PLOs, MS students must demonstrate the following mission-directed PLOs:
The student will:
B. Self-Directed Learning.
Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments and thesis.
C. Action-Research.
Engage in critically informed uses of methods of participatory and action-research in the pursuit of specialized knowledge and competent leadership, especially as indicated through their action- research projects and thesis.
D. Multiculturalism and Inclusiveness.
Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working as a leader with diverse populations, as indicated in their writing, dialogue, thesis and/or action-research projects.
E. Social Change and Justice.
Analyze the connections of leadership practices aimed at specific educational and/or community problems and challenges, by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability.
F. Communication and Collaboration.
Demonstrate skills of clear and engaging written communication, effective oral communication and collaboration, and produce a thesis that is of sufficient quality to be considered seriously for professional publication.
G. Build Bridges to the Future.
Demonstrate an awareness of employment opportunities, or if they prefer, meaningful volunteer opportunities and begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their action-research projects and Master’s thesis.
Evaluation of Program Learning Outcomes
These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s course-based action-research projects, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.
II. MS in Psychology/MFT PROGRAM LEARNING OUTCOMES (PLOS)
MFT Program-Specific Learning Outcomes
A. The student will demonstrate that they:
1. Know how experts use research, and articulate and use theories, key concepts, and professional practices in each area of knowledge and professional practice required by the State of California licensing Board—the Board of Behavioral Sciences.*
2. Evaluate key theories and methods of psychotherapy and marriage and family therapy.
3. Apply skills of conscious and deliberate planning, as indicated by making critical comparisons of alternative courses of therapeutic action.
4. Create theoretical applications and strategic practices in at least one area of specialization within the scope of practice of an LMFT or LPCC, as indicated especially in their Master’s thesis, practicum and course-based action-research projects.
5. Apply skills of doing an effective, critically-minded and comprehensive review of the literature in an area of special interest to the student.
*State-required knowledge areas have been grouped into WISR’s required courses, and each WISR MFT and LPCC course has specifically defined learning outcomes that guide and assess student learning progress in developing the required expertise in each area. [For example: Foundational and contemporary theories and methods of therapy; Psychopathology; Human Development; Cross-Cultural Counseling; Law and Ethics; among such other important areas as recovery-oriented care, crisis and trauma, addictions, sexuality, and child abuse assessment and reporting.]
In addition to the above-mentioned MFT program-specific PLOs, MFT students must demonstrate the following mission-directed PLOs:
WISR Mission-Directed Program Learning Areas and Outcomes
The student will:
B. Self-Directed Learning.
Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments, practicum, and thesis.
C. Action-Research.
Engage in critically informed uses of methods of participatory and action-research in the pursuit of specialized knowledge and competent practice, especially as indicated through their action- research projects and thesis
D. Multiculturalism and Inclusiveness.
Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working with diverse populations, as indicated in their writing, dialogue and/or practicum.
E. Social Change and Justice.
Analyze the connections of mental health issues and therapeutic practices with the bigger, societal picture, by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability, as part of the pursuit of specialized knowledge and competent practice.
F. Communication and Collaboration.
Demonstrate skills of clear and engaging written communication, effective oral communication and collaboration as indicated in their practicum and seminars and produce a thesis that is of sufficient quality to be considered seriously for professional publication.
G. Build Bridges to the Future.
Demonstrate an awareness of employment opportunities, in the field of Marriage and Family Therapy, or related professional counseling options, and begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their practicum and Master’s thesis.
Evaluation of Program Learning Outcomes
These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s practicum, their course-based action-research projects, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.
III. EDD in Higher Education and Social Change PROGRAM LEARNING OUTCOMES (PLOS)
EdD Program-Specific Learning Outcomes
A. The student will demonstrate that they:
1. Know how experts use research, and articulate and use theories, key concepts, and professional practices in adult/higher education, and the possible roles of education in societal change.*
2. Evaluate key theories and methods of educational innovation and social change.
3. Apply skills of conscious and deliberate planning in pursuing goals as an innovative educator or leader, as indicated by making critical comparisons of alternative courses of action, for example in course-based action-research projects.
4. Create new theoretical applications and strategic practices in at least one area of specialization, and within one specific setting, aiming to promote educational improvements that might contribute to greater societal or community well-being, as indicated especially by an in-depth inquiry during the Doctoral Dissertation. [Note: This outcome builds on the knowledge achieved in outcome #1.]
5. Apply skills of doing a creative, critically minded and comprehensive review of the literature in an area of special interest to the student.
*[Covering the following areas: Education for diversity and inclusiveness;
Theories of education; Roles of education for social justice, human dignity, and
environmental sustainability; Theories and practices in higher education, professional
education, and community-based popular adult learning.]
In addition to the above-mentioned EdD program-specific PLOs, EdD students must demonstrate the following mission-determined PLOs:
WISR Mission-Determined Program Learning Areas and Outcomes
The student will:
B. Self-Directed Learning.
Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments and dissertation.
C. Action-Research.
Engage in creative and critically informed uses of methods of participatory and action-research in the pursuit of new, specialized knowledge and proficient practices, especially as indicated through their action-research projects and dissertation.
D. Multiculturalism and Inclusiveness.
Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working as an adult educator with diverse populations, as indicated in their writing, dialogue, dissertation, and/or action-research projects.
E. Social Change and Justice.
Analyze the connections of educational practices that are both impacted by and aimed at addressing various community or societal problems and challenges--by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability.
F. Communication and Collaboration.
Demonstrate skills of clear and engaging written communication, and of effective oral communication and collaboration, as indicated in action-research projects and in producing a dissertation that can be used by others to work for valuable improvements and change, and also that is of sufficient quality to be considered seriously for professional publication.
G. Build Bridges to the Future.
Demonstrate an awareness of employment opportunities, or if they prefer, meaningful volunteer opportunities, and begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their action-research projects and Doctoral Dissertation.
Evaluation of Program Learning Outcomes
These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through their course- based action-research projects, their written assignments in courses, their ongoing dialogue with faculty and the oral exams in each course, in the dissertation, and in their collaborations with others, such as in seminars and the online forum.
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