Argument Program And Course Level Outcomes And SLOs

Argument Program And Course Level Outcomes And Slosprogram Level Outco

Argument Program And Course Level Outcomes And Slosprogram Level Outco

Argument Program and Course Level Outcomes and SLOs Program Level Outcomes Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and/or visual communication Written : Process and produce effective written communication adapted to an audience, purpose, and time constraints. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Personal Responsibility - to include the ability to connect choices, actions, and consequences to ethical decision-making Course Level Outcomes Demonstrate knowledge of individual and collaborative writing processes. Develop ideas with appropriate support and attribution. Write in a style appropriate to audience and purpose. Read, reflect, and respond critically to a variety of texts. Use Edited American English in academic essays. Student Learning Outcomes (SLOs) Compose multiple drafts before submitting a developed research-based argument essay using proper research and substantiation. Research is delivered in standard written American English. Specific occasion, audience, and purpose are clearly outlined. Students will demonstrate 75% proficiency as measured by the English Research Rubric.

Paper For Above instruction

The development of comprehensive program and course level outcomes, along with Student Learning Outcomes (SLOs), is vital to establishing a clear educational framework in academic settings. This framework not only guides curriculum design and instruction but also ensures alignment with overarching institutional goals and accreditation standards. In the context of an argument program, the outcomes have been structured to emphasize essential skills such as communication, critical thinking, and personal responsibility, which are foundational for preparing students to succeed academically and professionally.

Program Level Outcomes

At the program level, two primary outcomes are highlighted: communication skills and critical thinking capabilities. Effective communication encompasses the ability to develop, interpret, and express ideas convincingly through various modes, including written, oral, and visual formats. This multidimensional approach ensures that students can adapt their messages to specific audiences and purposes, an essential skill in the diverse landscape of higher education and employment.

Critical thinking, another core program outcome, emphasizes creative thinking, inquiry, and analytical skills that enable students to evaluate information critically, synthesize knowledge, and generate innovative solutions. These skills are particularly critical within argument-based programs where persuasion and evidence-based reasoning form the backbone of academic inquiry and professional practice.

Personal responsibility is also embedded in the program outcomes, urging students to connect their choices and actions with ethical considerations and societal impacts. This outcome aims to foster morally grounded individuals capable of making informed decisions in complex situations, thus underpinning their academic pursuits with integrity.

Course Level Outcomes

Course outcomes operationalize the overarching program outcomes, focusing on implementing specific competencies. Students are expected to demonstrate knowledge of individual and collaborative writing processes, which are essential for producing coherent and persuasive arguments. Developing ideas with appropriate support and attribution underscores the importance of scholarly integrity and effective research practices.

Furthermore, students should be able to adapt their writing style to suit varying audiences and purposes, a skill critical for effective communication in academic and professional environments. Critical reading, reflecting, and responding to texts develops analytical skills that prepare students for higher-level reasoning tasks.

Additionally, proficiency in using Edited American English in academic essays emphasizes language mastery and adherence to academic standards, ensuring clarity and professionalism in student work. These course outcomes serve as concrete benchmarks for students' progression towards mastering the skills necessary for competent argumentation and research.

Student Learning Outcomes (SLOs)

The SLOs bridge course outcomes with tangible assessments of student performance. A key outcome is the ability to compose multiple drafts of a research-based argument essay, demonstrating the iterative process essential for refining ideas and improving clarity. Proper research and substantiation are emphasized, indicating that evidence-based reasoning is central to student work.

Research skills are specifically tailored to be delivered in standard written American English, aligning with academic conventions and professional standards. Clearly outlining the occasion, audience, and purpose ensures that students understand the context of their writing and tailor their arguments accordingly.

Proficiency measurement at 75%, as gauged by the English Research Rubric, provides a quantifiable goal that balances high standards with attainable benchmarks. Overall, these SLOs encapsulate the core competencies necessary for students to succeed in argumentative writing and research tasks at the collegiate level.

Conclusion

Designing clear, targeted program and course level outcomes with aligned Student Learning Outcomes is essential to curricular effectiveness and student achievement. By focusing on communication, critical thinking, and ethical responsibility, programs can equip students with skills relevant for academic success and lifelong professional development. The detailed SLOs serve to motivate students and provide measurable benchmarks, ensuring continuous improvement and adherence to academic standards.

References

• Bailey, S. (2018). Academic Writing: A Handbook for International Students. Routledge.
• Council of Writing Program Administrators. (2014). Defining and Refining Program Learning Outcomes. CWPA.
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• Harris, M. (2019). Critical Thinking Skills for Academic Writing. Pearson.
• The American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).
• Peterson, S. (2020). Writing in the Disciplines: A Reader and Rhetoric. Bedford/St. Martin's.
• Hyatt, D. (2017). Ethical Decision Making in Business. Routledge.
• Wyrick, T. (2019). Steps to Writing Well. Cengage Learning.
• University of Arizona. (2016). Student Learning Outcomes (SLOs). Office of Assessment.
• Rose, M. (2019). Writing with Sources: A Guide for Students. Bedford/St. Martin's.