Suggested student learning outcomes and assessment methods
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<p>Faculty may incorporate one or more of the examples from this list or propose their own student learning outcomes and methods of assessing the objective.</p>
<h3>Effective composition and communication</h3>
<p>Students will be able to effectively compose written, oral, and multimedia texts for a variety of scholarly, professional, and creative purposes.</p>
<h3>Student learning outcomes</h3>
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Written communication student learning outcomes
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<p>Written communication and composition skills are <em>built</em> in ENG 102. SLOs include the following:</p>
<p>Students will be able to:</p>
<ul>
<li>improve the writing practices learned in ENG 101: prewriting, composing, revising, responding, editing, attending to language and style, and writing with audience and purpose in mind</li>
<li>frame complex research questions or problems in clear thesis statements</li>
<li>demonstrate awareness of their own beliefs, concepts, and biases</li>
<li>produce a well-supported argument that thoroughly and respectfully considers alternative viewpoints</li>
<li>recognize, evaluate, and use in their writing a variety of information sources: expert people, publications of information agencies, popular and specialized periodicals, professional journals, books, and electronic resources</li>
<li>conduct research ethically</li>
<li>use the appropriate citation style</li>
<li>write coherently and observe the standards of academic English</li>
</ul>
<p>Capstone courses <em>integrating</em> written communication and composition should seek to specify, advance, or broaden the above outcomes. Possible SLOs include:</p>
<p>Students will be able to:</p>
<ul>
<li>produce a lab report that clearly presents research results and thoroughly considers previous research on the topic</li>
<li>produce a well-supported argument that makes an original contribution to the field and could be submitted for publication in an undergraduate journal.</li>
</ul>
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Oral communication student learning outcomes
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<p>Capstone courses <em>integrating</em> oral communication might feature outcomes such as the following:</p>
<p>Students will be able to:</p>
<ul>
<li>explain the process, rules, and norms related to a communicative event, and appropriate responses to the communicative event</li>
<li>demonstrate the ability to perform oral communication appropriate to a given communicative event</li>
<li>display the willingness, readiness, and openness to participate in oral communication exchanges.</li>
</ul>
<p>These general outcomes might be specified as follows in a presentation of a persuasive public speech (in an academic, community, or professional context):</p>
<p>Students will be able to:</p>
<ul>
<li>explain the difference among organizational structures, delivery types, and audience adaptation necessary to meet speech purpose</li>
<li>demonstrate the ability to determine and focus purpose of speech, articulate a thesis, and state ideas directly</li>
<li>demonstrate the ability to deliver an extemporaneous speech clearly and expressively using appropriate visual support and nonverbal communication</li>
<li>demonstrate the ability to construct and present supported arguments with credible, cited evidence and demonstrate the ability to defend his/her position</li>
<li>demonstrate the ability to utilize different persuasive appeals (logical, motivational, etc.) to achieve a particular speaking goal.</li>
</ul>
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Multimedia communication student learning outcomes
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<p>Multimedia communication includes but is not limited to webpages, videos, research posters, electronic publications, or visual aids for presentations (Powerpoint, Prezi, etc.). Capstone courses <em>integrating</em> multimedia composition and communication might feature outcomes like the following.</p>
<p>Students will be able to:</p>
<ul>
<li>identify or describe the conventions and constraints (forms, genres, or media, typical purposes, audience expectations) in multimedia communication contexts</li>
<li>demonstrate the ability to analyze an existing example of multimedia communication and write a detailed evaluation of design or compositional elements (e.g., layout/page design, typography or print conventions, use of white space, use of color for emphasis, use of animation or video, use of sound or music, editing/cutting best practices, file/media format) that takes into account conventions or constraints of this particular context</li>
<li>demonstrate the ability to design and produce multimedia communication appropriate to a given research or creative context (purpose, audience, event, form/genre/medium).</li>
</ul>
<p>These general outcomes might be specified as follows in a multimedia presentation of research results (poster for conference presentation).</p>
<p>Students will be able to:</p>
<ul>
<li>describe and explain the scientific poster genre, uses of summary, design elements, and audience adaptation necessary to communicate research results effectively</li>
<li>demonstrate the ability to summarize information effectively, highlight key results, explain methodology or processes involved both visually and orally if questioned</li>
<li>demonstrate mastery of composition practices associated with the genre of the poster presentation (appropriate use of layout/page design, typography or print conventions, white space, color for emphasis, terse and informative responses to queries about poster)</li>
<li>produce a multimedia conference presentation that thoroughly and respectfully considers alternative viewpoints.</li>
</ul>
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