Campus Wide Learning Outcomes “ CWLO s” Poster Showcase May 22, 2008

1. Campus Wide Learning Outcomes“CWLOs”Poster ShowcaseMay 22, 2008

2. Contents • Critical and Creative Thinking 1. Student Affairs, Advising - Joan Jagodnik & Mirela Blekic 2. Psychology - Gabriela Mortorell, Bob Sinclair, & Todd Bodner 3. Applied Linguistics - Laura Koonce 4. Applied Linguistics {student work session) - Ben Evans (GA) • Communication 5. Conflict Resolution – Amanda Smith Byron & Rob Gould 6. Mathematics – Paul Latiolais, Joyce O’Halloran, & Jon McClintik (GA) • Diversity 7. Theater Arts – Judy Patton & Karin Magaldi 8. Graduate School of Education – Steve Isaacson & Serap Emil 9. Social Work [new UG major] – Joy Rhodes & Lisa Loewenthal (GA) • Ethics and Social Responsibility 10. Mechanical and Materials Engineering – Gerry Roecktenwald & Far Etesami 11. Student Affairs, Student Leadership – Aimee Shattuck 12. School of Community Health (student work session) – Ben Evans (GA) 13. Applied Linguistics – Brodie Lewis • Internationalization 14. Community Development – Richard White 15. Student Affairs – Nancy Feltner & Erika Wallin 16. Foreign Languages – Reuben Vyn (GA) 17. Applied Linguistics – Emily Hough 18. Community Development (student work session) – Ben Evans (GA)

4. Critical Thinking GoalApplied Psychology Undergraduate Major Gabriela A. Martorell, Ph.D. Bob Sinclair, Ph. D. Todd Bodner, Ph.D. Department of Applied Psychology College of Liberal Arts and Sciences Critical Thinking and Applied Psychology • Applied psychology has the goal of advancing knowledge through a scientific approach to human behavior and experience while addressing significant issues facing society • In order to do this, students must respect and use critical and creative thinking, skeptical inquiry and, when possible, the scientific approach to solve problems related to behavior and mental processes (APA, 2002) • Necessary knowledge for this process includes (1) Research Design; (2) Psychological Measurement; (3) Statistical Analysis; and (4) Foundations of Psychological Inquiry and Statistical Inference Relationship of Critical Thinking Goal to the Curriculum • Required courses: Statistics 243, Statistics 244, PSY 321 (Research Methods) • Elective courses: PSY 207 (Introduction to Applied Psychology), PSY 399/401/404/405 (by-arrangement courses), PSY 430 (Applied Social Psychology), PSY 454 (Experimental Psychology), PSY 465 ( Applied Developmental Psychology), PSY 495 (Psychological Test Construction), PSY 497 (Applied Survey Research, PSY 498 (Field Observation Methods) Content Domain for Psychological Research Methods Psychology Department Assessment Activity • In the 2003-2004 academic year, approximately 600 undergraduate students were asked to answer questions on the four critical domains of information. This assessment consisted of 10 questions of varying degrees of difficult per domain, for a total of 40 questions, and was conducted over the web. Data was also collected on student major and number of credits completed thus far in psychology coursework. How well do majors and non-majors perform? How does our curriculum affect performance? Future Plans for Assessment Activity • Plans are currently underway to collect data in fall 2009 psychology undergraduate courses. This data will be used to determine if practices instituted in the Psychology Department since the 2003-2004 assessment, particularly with respect to student advising, have impacted what students learn.

7. Communication Learning GoalGraduate Program in Conflict Resolution Amanda Smith Byron, MIA Core Faculty Draft Communication Learning Goal Students will demonstrate competency in oral and written communication, and with Conflict Resolution skills and practices Why is Communication Relevant and Important to Conflict Resolution? Communication is the action of conflict resolution. In the interdisciplinary field of Conflict Resolution, communication is key, both in the context of conflict resolution theory, and in terms of conflict resolution practice. The tools we employ to engage others, and the skills with which we do so, have a direct impact on the productive or destructive nature of conflict, and on the success of resolution. How is Communication Learned, Practiced, and Integrated for Students? All of the Conflict Resolution courses include a learning objective that relates to the goal of communication, and some have a more integral emphasis. Some examples of courses that emphasize communication are electives such as: CR407/507 Academic Writing, CR410/510 Dialogue Processes, CR301U Introduction to Conflict Resolution, CR410/510 Nonviolent Communication; and core graduate courses such as: CR524 Advanced Mediation, CR526 Intercultural Conflict Resolution, CR515 Negotiation and Mediation, and CR512 Perspectives in Conflict Resolution. How is Student Achievement of Communication Assessed? Student achievement of the CR communication goal is measured through various methods. Written communication is directly assessed through the evaluation of random work samples, based on the rubric below. Indirect evaluation of student communication takes place through consideration of student grades, and a summary of students’ end-of-course evaluations, which capture self-assessed success in reaching communication goals. Key: Rubric:

10. Diversity GoalGraduate Teacher Education Program (GTEP) Steve Isaacson, Associate Dean for Academics Serap Emil, Assessment Graduate Assistant Graduate School of Education Importance of the Diversity Goal to Graduate School of Education: GSE Vision: Preparing professionals to meet our diverse communities’ life long educational needs. GSE Conceptual Framework: We prepare our candidates to provide leadership in; Diversity & Inclusiveness: • to work effectively with diverse populations. • to promote inclusive and therapeutic environments. GSE Philosophy (GSE Guiding Principles): • We create and sustain educational environments that serve all students and address diverse needs (Diversity & Inclusiveness). Relationship of Diversity Goal to the Curriculum: Current courses with Diversity dimensions: CI 514-Multicultural & Urban Education, CI 512-Teaching and Learning, SpEd 418/518-Survey of Exceptional Learners, CI 550/551/552/553- Student Teaching I & II. In each of these courses, we introduce ideas about diversity and inclusiveness that are expanded and applied in other courses and initial field experiences or student teaching throughout the program. Diversity Learning Goal: • Able to teach students of diverse backgrounds. Graduates of our program will be prepared to deal effectively with students from diverse social, cultural, and economic backgrounds, and are informed about issues of race, class, and gender. They will be prepared to challenge racism, sexism, and inequality in their professional roles and will work to educate all students to live in an increasingly diverse society. An Example: CI 550/551/552/553 Student Teaching I & II • Student Teaching evaluations include criteria that reflect student skills and dispositions related to diversity. • The items are taken directly from state administrative rules (see samples below). These are evaluated by both the university supervisor and on-site supervisor. Several of the Student Learning Objectives • Description of the classroom: Includes discussion of cultural and linguistic diversity and the degree to which it is considered in classroom instruction. • Description of student factors: Includes information about students with exceptionalities (IEPs, TAG, 504 plans, etc.) • Differentiation of instruction: Activities have been thoughtfully and creatively chosen to address the learning needs of all students in the class. • Interpretation/explanation of learning gains: Analysis takes into account differences among individual students, including language, culture, and ability/disability. Diversity and Inclusiveness in the GSE Conceptual Framework

11. Diversity GoalBachelor of Arts degree in Social Work (B.A.S.W.) Joy Rhodes, MSW School of Social Work Importance of the Diversity Goal to Social Work: This goal is fundamental to the social work profession as articulated in the School of Social Work’s mission statement: The School of Social Work is committed to the enhancement of the individual and society. Further values and beliefs include a dedication to social change and to the attainment of social justice for all peoples, the eradication of poverty, the empowerment of oppressed peoples, the right of all individuals and groups to determine their own destinies, and the opportunity to live in harmony and cooperation. While the school maintains a special commitment to these values, it recognizes the need for joining with others in society who are working toward this same purpose. Relationship of Diversity Goal to the Curriculum: • Current courses with Diversity dimensions: SW 301- Intro to Social Work Practice , SW 439 – Diversity and Social Justice , CFS 491 – Conceptual Foundations in Child and Family Studies, CFS 492 – Family Law and Policy, SW 400 – Practicum & seminar I, II, III, SW 430-432 – Generalist Social Work Practice I, II, III and SW 450-451 – Research Methods for Social Work Practice I & II. • The Bachelor of Arts degree in Social Work is committed to prepare graduates for entry level professional practice. As professional practitioners, social workers must be accountable, legally and ethically, to the stated purposes of the profession that includes commitment to diversity and social justice. Draft Diversity Learning Goal: Understand the importance of maintaining a diversity perspective & awareness in Social Work SW 439 - Diversity and Social Justice focuses on the dynamics of oppression and how forms of social injustice are manifested within different social groups and diverse cultures. The framework, or "lens" for an anti-oppression practice is established in this cornerstone course and is reinforced in every course throughout the curriculum. An Example: SW 439 Diversity and Social Justice Course Description This course is based on the premise that understanding and grappling with diversity and oppression issues begins with self-reflection, and must include learning from one another as students bring their experiences, knowledge, and analyses to mutual learning and reflection. This class blends lectures, videos, discussion, small and large group activities, papers, and presentations. Several of the Student Learning Objectives • Articulate critical frameworks for understanding oppression, liberation and social, political and economic justice. • Have a detailed understanding of historical accounts, experiences and treatment of diverse populations in the United States. •  Point to research that explores cross-cultural theories and practice. • Have a greater sense of self awareness, particularly around their multiple cultural identities and identify, navigate and locate themselves within ethical dilemmas, particularly those related to cross-cultural differences. . • Utilize skills to examine inter-group relations and policies that affect subordinated groups. • Articulate an awareness of interlocking dynamics of multiple identities {e.g., race, ethnicity, social class, gender, sexual orientation, and (dis)abilities} The four assignments build on each other. The Culture Chest will explore some of the students’ social and cultural identities, as well as let them know their classmates better. The Multi-Culture Mapping assignment examines their membership in social identity groups within a larger societal context. In the third assignment, the students participate in, and reflect on, Taking Action for Personal and Social Change. Finally, the Self Reflection Paper gives students the opportunity to critically explore their own learning throughout the term. Diversity and Social Justice Course Assignments 4. Self-Reflection Paper 3. Taking Action for Change 2. Multi-culture Mapping 1. Culture Chest

12. Ethics and Social Responsibility GoalBachelor of Science in Mechanical Engineering Gerald Recktenwald and Faryar Etesami Maseeh College of Engineering and Computer Science Importance of Ethics and Social Responsibility to Engineering: Engineers have a professional obligation to practice within the bounds of their expertise, to contribute faithfully and truthfully in public discourse, to protect the intellectual property and fiscal integrity of their employer, and to act honestly and in good faith when dealing with other companies. Ethics and Social Responsibility in the Curriculum: In the context of a liberal education Mechanical Engineering students are exposed to classical issues in ethics and social responsibility through the University Studies curriculum. In the major Professional ethics and social responsibility are discussed in a case study and guest lecture in ME 493 Results of Our Program Assessment: Reliance on Indirect Assessment Student achievement in ethics and social responsibility is not measured directly Surveys of Juniors, Seniors and Alumni are used to measure student opinions on success and usefulness of their education Direct assessment should be integrated into capstone project assignments and reports Need for Integrating Professional Standards Throughout the Curriculum The MME Department is beginning a comprehensive review of the BSME Curriculum There is general agreement that we need to introduce professional practices and standards earlier in the curriculum The ASME Code of Ethics Fundamental Principles Engineers uphold and advance the integrity, honor and dignity of the engineering profession by: I. Using their knowledge and skill for the enhancement of human welfare; II. Being honest and impartial, and serving with fidelity their clients (including their employers) and the public; and III. Striving to increase the competence and prestige of the engineering profession. The Fundamental Canons 1. Engineers shall hold paramount the safety, health and welfare of the public in the performance of their professional duties. 2. Engineers shall perform services only in the areas of their competence; they shall build their professional reputation on the merit of their services and shall not compete unfairly with others. 3. Engineers shall continue their professional development throughout their careers and shall provide opportunities for the professional and ethical development of those engineers under their supervision 4. Engineers shall act in professional matters for each employer or client as faithful agents or trustees, and shall avoid conflicts of interest or the appearance of conflicts of interest. 5. Engineers shall respect the proprietary information and intellectual property rights of others, including charitable organizations and professional societies in the engineering field. 6. Engineers shall associate only with reputable persons or organizations. 7. Engineers shall issue public statements only in an objective and truthful manner and shall avoid any conduct which brings discredit upon the profession. 8. Engineers shall consider environmental impact and sustainable development in the performance of their professional duties. 9. Engineers shall not seek ethical sanction against another engineer unless there is good reason to do so under the relevant codes, policies and procedures governing that engineer’s ethical conduct. 10. Engineers who are members of the Society shall endeavor to abide by the Constitution, By-Laws and Policies of the Society, and they shall disclose knowledge of any matter involving another member’s alleged violation of this Code of Ethics or the Society’s Conflicts of Interest Policy in a prompt, complete and truthful manner to the chair of the Committee on Ethical Standards and Review. In the Curriculum Case Study: The Columbia Disasters • The explosion of the Columbia Space Shuttle provides a dramatic context for discussing what happens when professional concerns are overriden by managerial decisions • Roger Boisjoly was an engineer in the Applied Mechanics Division of Morton Thiokol. In 1985 he alerted Morton Thiokol, the manufacturer of the solid rocket booster used on the shuttle, that a critical O-ring seal was not reliable and could result in catastrophic failure of the massively explosive booster. • In January 1986, the Challenger shuttle exploded shortly after launch. Weather conditions -- record low temperatures on the eve of the launch -- exacerbated the mechanical weakness in the O-ring design flaw. • Investigations revealed that the decision to launch was made over the objection of several other engineers who became aware of the O-ring weakness. Guest Lecture: Matt Carter from Boeing 1. Personal ethical decisions in dealing with co-workers 2. Working with management pressures to achieve corporate goals. 3. Working with vendors 4. Managing competitive bids

13. Social Responsibility and Ethics • Student Activities and Leadership Programs, • Student Affairs • Importance of Social Responsibility and Ethics to • Student Activities and Leadership Programs: • The mission of Student Activities and Leadership Programs is to advocate for and support student engagement and to foster an inclusive • environment that sustains diverse and ethical leadership. Numerous cognitive-structural theorists and researchers including • Perry (1968), Kohlberg (1976), and King and Kitchener (1994), inform our work in developing the whole student in and out of the classroom. SALP develops ethical community leaders by creating experiential learning opportunities that intentionally promote ethics and social responsibility. • Relationship of Social Responsibility and Ethics to the • Student Experience: • Social responsibility and ethics outcomes are learned, practiced, and integrated by students leaders in student organizations and student government through advisor interaction, trainings, workshops, and conferences. As opportunities and experiences present themselves, the student is asked to reflect and discuss the learning moment; this relationship between student leader and SALP Advisor is informed by the learning outcomes. Trainings, workshops, and conferences are also designed around learning outcome themes. • Draft Social Responsibility and Ethics Learning Outcomes: • Students will recognize opportunities for making responsible, reflective decisions about and for themselves and the larger community. • Students will be able to effectively use conflict resolution tools for problem solving ethical and/or social issues. • Students will understand the impact their programs or events have on the group and larger community and examine whether the results are congruent with their values and group mission. • Possible Assessment Strategies • Rubrics • + • Focus Groups • An Example: Advising Syllabus (draft) • Description of Advising Relationship: • In all Advisor/student leader interactions the Advisor will answer questions to the best of her/his ability; work to build a mutually trusting relationship; help to understand SALP, campus, and community resources; provide a sense of group history; challenge the student to critically examine personal, group, and community development. • Learning often happens organically by participating in a student a organization or student governance; however, the Advisor will take opportunities to discuss, explore, and challenge the student leaders they work with. • Learning Outcomes: • (To be developed) • Learning Opportunities: • Reflection on student leader role and experiences. • Discussion with SALP Advisors. • SALP trainings, workshops, and conferences. • Outside training opportunities. • Connecting classroom learning with leadership experience. • Readings. • Advisor observations/notes • Interviews • Reflection papers • Surveys • Reports

16. Internationalization GoalCommunity Development Undergraduate Major Richard L. White, PhD Nohad Toulan School of Urban Studies & Planning College of Urban and Public Affairs Importance of the Internationalization Goal to NTSUSP: • Increasing student interest in International Community Development theory & practice • Student population with international experience prior to their academic career • Faculty with international planning & community development experience & involvement • The goal is consistent with the other Community Development major learning goals & with the dominant themes of our school: Planning, Community Development, Sustainable Urban Development • We currently do not have an explicit International learning goal & we need to help students & faculty alike understand the academic, research, & service components as they relate to Intl Community Development. Relationship of Internationalization Goal to the Curriculum: • Current courses with International dimensions: USP 317 Introduction to International Community Development; USP 409 International CD Field Seminar; USP 424 Healthy Cities; USP 445 Cities & Third World Development; USP 490 Green Economics & Sustainable Development • The CD undergraduate program is concerned with equity, environment, economics, culture, & other Community Development sustainability themes related to globalism & globalization Draft International Learning Goal: Understand the importance of maintaining an international perspective & awareness in Community Development (Caveat: this goal has a single dimension – “understand” – we envision additional skill-based dimensions) • the diverse needs & perceptions of the global community, especially the “developing world” • the ways in which actions in the developed world impact the developing world • the unique assets of local global communities • the ways in which locality is important to community & individual identity • the similarities & differences between domestic & international community development An Example: USP 409 International Community Development Field Seminar Course Description A field seminar course in International Community Development (ICD) limited to 10 undergraduates with preference to Community Development majors. Students traveled to Nicaragua to visit a variety of government, non-government, and private organizations engaged in international community development. Students received instruction in the culture and history of Nicaragua, observed urban and rural ICD, met with and interviewed indigenous, expatriate, and volunteer staff and executive directors. The seminar culminated in a cloud forest reserve to reflect, compile field notes, and synthesize the experience into a rough draft paper before returning to the U.S. Seminar Structure Observation / Interview – 11 organizations, including NGOs, Government Agencies, Sustainable Businesses, Marketing Cooperatives, and Campo Cooperatives. Critical Reflection – required activities: morning orientations, maintain field notebooks, personal journals, photographs, attend evening group reflection sessions, and engage in two working retreats – Laguna de Apoyo & Tisey Abstract Conceptualization – Student compiled “First Final Draft” paper during 3-day writing retreat in Tisey Eco-Posada in the Tisey Mountain Reserve of NW Nicaragua. Experiential Learning Cycle Observation / Interview USP 407 Nicaragua 2007: International Community Development Seminar : “Best Practices” July 14, 2007 Student Initial Draft Report – Tisey Eco-Posada, Nicaragua Undergraduate Seminar Participants: Kevin Boles-Friscia Luke Bonham Ryan Cloutier Katie Colgan Nevin Freeman Betsy Nolan Brad Pizzimenti Emily Rankin Colin Rath Nikolai Ursin Introduction Ten undergraduates from Portland State University spent two weeks in Nicaragua to study International Community Development. Our goal was to understand “best practices” of organizations that impact community in Nicaragua by traveling and observing them. This took us to eleven different organizations. The types of organizations observed included non-governments, businesses, non-profits, restaurants, farms, and cooperatives. In addition we sought to identify any shared characteristics that would lead us to an idea of those best practices as they might be applied universally. The study participants consisted of mostly upperclassman in the fields of International Studies and Community Development. We were lead by Dr. Richard White and Portland State graduate Chuck Fisher. Dr. White provided the framework from which to conduct our study. He served as a mentor by coaching us in interview methods, conducting team meetings, and assisting us in directing our focus. Marian Parsons was indispensable as our logistician and interpreter. During each visit we conducted interviews with at least one member of each organization. We tried to gain an understanding of several aspects of the organization. These aspects included environment, people, structure, and task. This method allowed us to compare and contrast each organization with the others as well as understand the nature of their work. Environment was analyzed within three sub-categories: technological, socio-cultural, and physical. The examination of People included members of the organization as well as members of community. Task gave us a window into the problem that the organization was trying to solve and the ways they went about it. Finally, we examined organization structure to understand how decisions are made and other organizations they are working with. Abstract Conceptualization Critical Reflection