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Can students demonstrate the ability to link observational data and theory?

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"In what ways do learners identify gaps in information structures and evaluate systems in the real world?"

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"In what ways do learners identify gaps in information structures and evaluate systems in the real world?"

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What opportunities for evidence can we collect when we don't have capstone or terminating courses in our programs?

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Have students mastered calculus and linear algebra?

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Have students mastered calculus and linear algebra?

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What kinds of remediation will be necessary as we move beyond the pandemic and witness the demography of a learning deficit?

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What kinds of remediation will be necessary as we move beyond the pandemic and witness the demography of a learning deficit?

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Diffrences between Liberal Arts vs Research Institute

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Diffrences between Liberal Arts vs Research Institute

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Coming from a small Liberal Arts institute focused on a well rounded curriculum, and new to a large Research Institute in a program with specialized focus, some of the differences are obvious. Curious to hear thoughts and suggestions about how to shift gears
from someone who has experience in Research institute

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How was students ability to solve complex issues and problems impacted by moving courses to online?

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"To what degree are learners applying evidence to critique information systems and structures?"

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"To what degree are learners applying evidence to critique information systems and structures?"

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Can our students apply content into professional contexts?

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Awareness of how to delineate quality of information and knowledge sources

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Can students communicate spatial patterns and trends observed, and hypothesize which processes drive those outcomes, using various geographic perspectives?

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How are students connecting theory to practice (e.g., internships, part-time jobs, etc.)?

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How are students connecting theory to practice (e.g., internships, part-time jobs, etc.)?

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Do our programs understand or are able to
demonstrate where our content covers certain learning outcomes (more importantly where it doesn't cover well enough)?

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Can students grapple with the (sometimes) contentious role of Spanish in the US? Maybe in a related way, can they advocate for the use of Spanish in the US?

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Do students have the necessary analytical skills to create solutions for real-world business problems?

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Do students have the necessary analytical skills to create solutions for real-world business problems?

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How do chemistry components for CS+Chem program factor into students' pursuit of undergraduate research, internship, job opportunities?

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Do students have the opportunity to participate in research projects as part of their major program?

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How are students developing cross-cultural competencies in our courses?

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It would be nice to know what proficiency level our students reach. This brings up lots of issues! Do we have the resources to do this? Why is this an SLO if it isn't something we actually teach/assess already. Etc.

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Can students develop professional-quality maps by the time they graduate?

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Do students have the opportunity to apply math to real-life situations?

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Do students have the opportunity to apply math to real-life situations?

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To what extent are students learning how to write in foundational courses?

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List questions you would like to explore to better understand student learning in your program.

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List questions you would like to explore to better understand student learning in your program.

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Think beyond program goals (e.g., graduation rates, job placement rates, student satisfaction, admission rates, publication rates)

Connect to the program-level learning outcomes

Consider the types of evidence needed to answer the question