<p> Defining Program Learning Outcomes and Rubrics NWIC Native Environmental Science</p><p>The Background</p><p>During the fall of 2007 and winter of 2008 NWIC developed the prospectus for the Native Environmental Science Bachelor Degree (NES) which was submitted to the Northwest Commission of Colleges and Universities. In April 2008 NWIC was given candidacy status for delivery of its first Bachelor degree. During the summer of 2008 a team of faculty, staff and administrators further developed the NES program structure, program course requirements and pre-requisites. Additionally, course syllabi and general course outcomes for the individual new courses within the NES were developed and approved by the Curriculum Committee. An important part of the summer’s work was the development of NES Program Learning Outcomes in narrative format. These six program learning outcomes; Communication, Quantitative and Qualitative Methodologies/Observation and Analysis, Bodies of Knowledge, Technology, Problem Solving and Leadership/Effectiveness/Decision Making; were the starting point for our work. </p><p>The Intention</p><p>While the NES Program Outcomes were a good starting point they were expressed more as a description the broad capabilities of graduates in these areas. In order for NES Program Learning Outcome to be a tool which could guide the development of NES courses each of the six outcome areas needed to be translated into one or more outcome statements expressed in terms of competency. Each of these needed to be broken down into sub-areas and finally each of these needed be defined in terms of levels of competency (beginning, developing and accomplished)(=rubrics). The final step in the process was to develop a matrix (course/outcome statements) showing where it is expected that student will demonstrate the “accomplished” level of competency. This would guide individual course learning outcomes and course development. All work dealt with competencies above and beyond the general NWIC competencies and are intended to describe abilities of students at graduation at the Bachelor degree level.</p><p>The Process</p><p>Several weeks prior to the 2008 spring break faculty were asked if they were interested in dedicating a large portion of their break to concentrated work in this area. Faculty would be provided with financial compensation for this work since these were not contracted days. Six faculty and one administration volunteered to work on NES program outcomes and rubrics.</p><p>The group worked both in small teams and collectively as follows:</p><p>Monday Morning Discussion of the week’s goals, learning outcomes training Afternoon Initial framing of the six objectives to be used by the teams (Dan/Brian)</p><p>Tuesday Morning Presentation of the six outcomes, formation of teams, develop week’s schedule Afternoon Three teams work on three outcomes Technology – Dan Burns and Mark Moss Problem Solving – Terri Plake and Adib Jamshidi Communication – Brian Compton and Wayne Woods</p><p>Wednesday Morning Continued work of teams on first three outcomes Afternoon Entire group meets to present and critique each other’s work Each team modifies outcome/rubric based on discussion New teams selected to work on next three outcomes Leadership/Effectiveness/Decision Making – Dan, Terri, Adib Alex Prue and Christine Charlie (Coast Salish Institute) Methodologies/Observation/Analysis – Brian, Wayne, Mark Bodies of Knowledge - Brian, Wayne, Mark</p><p>Thursday Morning Continued work on second three outcomes Afternoon Entire group meets to present and critique each other’s work Each team modifies outcome/rubric based on discussion</p><p>Friday Morning Work on matrix showing courses where “accomplished” is projected Afternoon Presentation of work completed to Vice President Carole Rave Final modification of work</p><p>The products produced by the group will be provided to a cultural assessment committee for inclusion of cultural content.</p><p>The Result</p><p>The group accomplished all tasked identified. Learning outcomes statements, sub-areas and rubrics showing 3 levels of competency were developed for all six NES outcomes as follows:</p><p>NES Outcome Number of Outcome Total Number of sub-area in Outcome Statements</p><p>Communication 6 12 Methodologies 3 3 Bodies of Knowledge 1 Rubrics need to be tied to subject area rubrics Technology 2 6 Problem Solving 5 12 Leadership/Effectiveness 4 6 (two statements left open for cultural input)</p><p>A matrix was produced showing in which course “accomplished” competency was project to be accomplished for each of the 21 outcome statements. </p><p>Recommendations</p><p>As a result of the work carried out the group had several recommendations:</p><p>The process needs to involve more faculty from different subject areas especially in the science</p><p>The process was a beginning much more work is need including:  Adding more outcome sub-statement with rubrics  Developing course/outcome statement matrices for “beginning” and “developing” levels  Modifying course outcomes to articulate with outcome statements at all 3 levels of competency  Development of “bodies of knowledge” rubrics in subject areas (e.g. biology, history)  Implementation of outcome measurement, analysis and modification phases </p><p>The products of this week did not capture the richness of the discussions that took place. A mechanism needs to be developed to capture this information, valuable in further work including course development.</p>