Institutional 学习 结果s (国际劳工组织)
国际劳工组织的政策
Chabot defines a program as “an organized set of courses and/or services that lead to defined objectives in support of and advancement of student learning.PLOs定义 the knowledge, skills, abilities, or attitudes gained by students upon completion of a specific degree or certificate. 教师 Inquiry Groups (FIGs) within specific program disciplines meet to discuss program prerequisites, requirements and transfer courses, as well as identifying community employment opportunities. 这些能力 led discussions may also include interdisciplinary considerations, as well as community stakeholder and current job opportunities.
Program 学习 结果s should represent the overall goals and expectations of program completion, as well as identifying pathways and potential for student success and 总体成就. Programs can be in Academic or Services Areas (see SAO policy). Examples of Academic programs include Health, Music, Astronomy, Math, Anthropology, Sociology, English, and more. For Academic programs, the following policies apply:
- A minimum of two Program 学习 结果s are required by each Academic program.
- Key Student 学习 Courses/结果s, or Capstone projects, should be identified and assessed to support assessment of Program 学习 结果s.
- Program 学习 结果s should be assessed at least once every 5 years
- Program 学习 结果s and 评估 results must be accessible in Curricunet.
修改后的3/2021
国际劳工组织 Current 结果s
批判性思维
- Analyze, evaluate and questi在信息 from various sources for validity and significance
- Identify and explore a problem applying logic and quantitative and qualitative reasoning
- Consider multiple strategies to propose effective solutions or desired outcomes and implement a plan to address the problem
沟通
- Express ideas designed to generate meaning and foster understanding in various contexts, while keeping the audience in mind
- Express ideas using credible and relevant sources
- Use active listening skills
- Effectively analyze and comprehend a written text or presentation
公民 & 全球合作
- Be open to multiple perspectives and to think from the perspective of another individual 或者世界观
- Articulate current and historical sources of structural inequity
- Articulate how natural, social, cultural, economic, or political issues impact people’s lives and the earth’s sustainability
- Engage controversy/conflict with civility to develop new and creative solutions to 社会问题
- 公民ally engage in individual actions or collective community-based efforts for justice
信息 & Technological Literacy
- Question dominant forms of knowledge production including whose voices/perspectives they validate, and whose experiences are missing
- Construct meaning with active engagement, as opposed to merely finding and reporting 在信息
- Challenge the perception of information as being objective/neutral
- Select and use technology effectively to accomplish a task or solve a practical problem
Development of the Whole Person
- Cultivate the health of mind, body, and spirit
- Gain transferrable skills important for academic and career success
- Nourish a love of life-long learning
- Expand capacity for self-understanding, including recognizing one’s strengths and 弱点
牧师. 12.20
国际劳工组织报告
2019 FLEX Day Activity 1 - Discussion_批判性思维
2019 FLEX Day Activity 2 - Guiding Question
2019 FLEX Day Activity 3 - 评估 Survey
2018 Development of the Whole Person 国际劳工组织 Report