SLO

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					Department   Discipline   Site   Chair
History                   MVC    J. Davis
Departmental Learning Outcomes                                ILO                 ILO

DLO1: Students will be able grasp an argument in order to     Critical Thinking
understand the content of a history related book or source.

DLO2:
ILO   ILO   ILO
Student Learning Outcomes by Course

Course
Humanities 101 Introduction to the
Humanities to 1500




Humanities 102 Introduction to the
Humanities Since 1500




Humanities 137 Introduction to World
Cinema




Humanities 138 Cinema of Alfred Hitchcock
Student Learning Outcomes


SLO 1: Evaluate and analyze major world cultural artifacts (in art, literature, philosophy, film and other forms) from the earlie
SLO 2: Explore questions of fundamental importance to human beings from the earliest civilizations to 1500
SLO 3: Connect issues raised in major cultural artifacts (in art, literature, philosophy, film, and other forms) among civilization


SLO 1: Evaluate and analyze major world cultural artifacts (in art, literature, philosophy, film and other forms) from 1500 to th
SLO 2: Explore questions of fundamental importance to human beings from 1500 to the present
SLO 3: Connect issues raised in major cultural artifacts (in art, literature, philosophy, film, and other forms) from 1500 to the


SLO 1: Students will be able to identify ways in which social, political, and cultural movements, institutions, and
SLO 2: Students will be able to analyze technical aspects of national cinema, including camerawork and editing
SLO 3: Students will be able to analyze ways in which film transcends national boundaries and how films in one
country or culture affect films made in other settings.
SLO 4: Students will analyze ways in which audiences and markets influence international cinema.


SLO 1: Students will be able to identify basic themes, symbols, and interests that extend throughout the films of
SLO 2: Students will be able to identify, develop, and defend a thesis as it relates to a technical or artistic theme
SLO 3: Students will be able to analize the technical dimensions of Hitchcock’s work (cinematography, montage,
SLO 4: Students will be able to identify ways in which British , German, and Soviet cinematic traditions shaped
SLO 5: Students will evaluate the impact of the American studio and free agent system on Hitchcock’s works.
SLO 6: Students will be able to identify how television affected Hitchcock’s films and creative life.
            DLO 1 DLO 2 DLO 3 DLO 4 DLO 5


r forms) from the earliest civilizations to 1500

rms) among civilizations to 1500

                                             x
                    x
r forms) from 1500 to the present
                    x
 rms) from 1500 to the present    x

                                     x
            x
                                     x




                             x
                    x
                                                        Course Names->      Hist 101   Hist 102   Hist 103
Departmental Learning Outcomes
   !) Idenify the argument of a text and deal with it critically in multiple x         x          x
forms of expression.
   2) Grasp and identify themes and change over time.
  3) Effectively evaluate sources materials with a variety of media.
   4) Expose students to multiple perspectives from multiple
disciplines.
   5) Synthesize, evaluate, and analyze historical problems using
written or oral communication.




       Cut and paste your DLOs into Column A above. Then type in the names of the courses in the row at the top of
       the chart. Put an X in the box when the DLO is addressed in the curriculum of the courses. See the sample DLO
       Map for additional help.
            Hist 104   Hist 106   Hist 109   Hist 111


            x          x          x          x




 row at the top of
ee the sample DLO
                           Institutional Learning Outcomes, 6/19/06
                          (MSJC Executive Senate to College Council)

Communication
 1. The student will communicate effectively, expressing thoughts, goals and needs through use o

Critical Thinking
 2. The student will reason and think critically. (for example, systematically and creatively identifying and solving

Aesthetic Awareness
 3. The student will possess aesthetic awareness. (for example: recognizing, appreciating, and respecting nature

Social Awareness
 4. The student will demonstrate societal awareness. (for example, recognizing and demonstrating respect for

Responsibility
 5. The student will display personal and civic responsibility. (for example, demonstrating a realistic assess

Scientific Awareness
       6

NB: Examples are representative, not exclusive; they are intended to serve as comparative promp




ILO
Communication
Critical Thinking
Aesthetic Awareness
Social Awareness
Responsibility
Scientific Awareness
eeds through use of appropriate modes and technologies. (for example, listening, speaking, reading, and writing effectively;



 identifying and solving problems; assessing the results of problem solving and decision making; reasoning scientifically, abstractly, and num



g, and respecting nature and artistic expression from a variety of cultures; and responding to nature and artistic expression at personal and a



monstrating respect for social and cultural diversity; demonstrating the ability to interact with people from a variety of backgrounds; understan



rating a realistic assessment of one’s own knowledge, skills, abilities, interests, values, and preferred work environments; demonstrating the




                     The student will possess an awareness of the physical and biological principles related to s

omparative prompts for faculty examining the ways in which programs relate to overarching institutional lea
ng, reading, and writing effectively; possessing visual literacy; identifying the need for information; differentiating between different types of d



g scientifically, abstractly, and numerically; applying theory or other field-specific ideas; analyzing; testing truth and validity of evidence, assum



rtistic expression at personal and analytical levels)



a variety of backgrounds; understanding and appreciating different cultural beliefs and behaviors; recognizing the overall impact of economic,



 environments; demonstrating the ability to identify needs and goals and the resources necessary to meet them; maintaining self-motivation




gical principles related to science. (for example: a demonstrated ability to apply the scientific method to inquires related to physics

verarching institutional learning outcomes.
 iating between different types of data and information sources; choosing the appropriate technology to communicate data and information an



ruth and validity of evidence, assumptions, reasoning, and hypotheses; and demonstrating information competency)




ng the overall impact of economic, social, geographic, and political influences on societies, cultures, and the environment, as well as the par



 them; maintaining self-motivation toward realistic goals; accepting feedback and the consequences of one’s actions; responding appropriate




ethod to inquires related to physics, biology, environmental science, evolution, chemistry, astronomy, geology, etc.)
mmunicate data and information and demonstrating technological competency)




he environment, as well as the particular impact on the student’s own society, culture, and environment.)



e’s actions; responding appropriately to career/life challenges; managing social and physical wellness; developing reliability, accountability, ta
eloping reliability, accountability, task completion, and timeliness; demonstrating commitment to community and or societal involvement; dem
ty and or societal involvement; demonstrating awareness of how to sustain career resiliency and a positive attitude.)
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MVC
SJC
TEC
BNG
BMT
ELS
CHA
Other

				
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posted:10/26/2011
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