Institutional Learning Outcomes are statements that describe significant and essential objectives that learners have achieved and can reliably demonstrate at the end of a course and by the time they graduate from CSUN. In other words, learning outcomes identify what the learner will know and be able to do. Student achievement of these Learning Outcomes is measured through the iROCA model. The statements below each ILO present the institutional learning outcome dimensions.
ILO 1-Communication Spoken/Signed
Education for understanding the basic concepts and practices associated with public speaking or signing includes making public presentations of one’s thoughts and research.
Outcomes Students Will:
1. ILO 1A Apply critical thinking skills when listening, reading, thinking, and speaking or signing. (Apply Critical Thinking)
2. ILO 1B Create, organize, and support ideas for various types of spoken and signed presentations. (Support Ideas)
3. ILO 1C Evaluate different audiences' contexts, attitudes, values, and responses. (Audience Analysis)
4. ILO 1D Identify, evaluate and apply different styles of presentation utilizing effective delivery techniques in public speaking or signing. (Delivery)
5. ILO 1E Demonstrate acceptable ethical standards in research and presentation of materials, including proper verbal or signed citations. (Ethical Standards)
ILO 2-Communication Written
Education for understanding the basic concepts and practices associated with written communication includes analyzing and reflecting on complex topics and appropriately synthesizing one’s own and others’ ideas in clearly written and well-organized edited American English.
Outcomes Students Will:
1. ILO 2A Analyze and compare perspective, meaning, and style in different texts, including those that reflect multicultural images and voices. (Analyze and Compare Perspectives)
2. ILO 2B Construct a theme or thesis and organize and develop a substantial, balanced, and convincing defense of it in a voice, tone, language, and format (e.g., essay autobiography, report, editorial, case study, inquiry, and research) appropriate to the purpose of the writing. (Construct Themes/Thesis)
3. ILO 2C Use logical support, including informed opinion and fact, as well as their interpretations, to develop ideas, avoiding fallacies, biased language, and inappropriate tone. (Logical Support)
4. ILO 2D Demonstrate satisfactory competence in the conventions of Edited American English and the elements of a presentation (including layout, format, and printing). (Demonstrate Competence)
ILO 3-Community Engagement
Education for Community-based learning is a pedagogy that integrates explicit academic learning objectives, preparation, and reflection with meaningful work in the community. It focuses on learning through assignments that involve the application of theory to practice and result in improved student learning outcomes, including enhanced understanding of course content, critical-thinking skills, retention, sensitivity to diversity, and the ability to apply the academic concept.
Outcomes Students Will:
1. ILO 3A Develop an understanding of the social, cultural, and civic aspects of their personal identities. (Self and Social Awareness)
2. ILO 3B Develop an understanding of social responsibility and the connections between short-term community service and greater long-term societal well-being. (Service and Social Responsibility)
3. ILO 3C Develop an understanding of how the actions of individuals and social systems bring about both equity and inequity in communities and society. (Community and Social Justice)
4. ILO 3D Develop career skills needed to address the cultural, linguistic, humanistic, artistic, economic, scientific, social, and/or civic issues of our time. (Career Development and Professional Development)
5. ILO 3E Learn from and work responsively and inclusively with diverse individuals, groups, and organizations to build more just, equitable, and sustainable communities. (Multicultural Community Building/Civic Engagement)
ILO 4 Critical Thinking
Education for critical thinking includes analyzing information and ideas carefully and logically from multiple perspectives and developing reasoned solutions to problems.
Outcomes Students Will:
1. ILO 4A Explain and apply the basic concepts essential to a critical examination and evaluation of argumentative discourse. (Critical Examination)
2. ILO 4B Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems. (Problem Solving)
3. ILO 4C Synthesize information in order to arrive at reasoned conclusions. (Reasoned Conclusions)
4. ILO 4D Evaluate the logic and validity of arguments, as well as the relevance of data and information. (Evaluate Arguments for Logic)
5. ILO 4E Recognize and avoid common logical and rhetorical fallacies. (Logical Fallacy Avoidance)
ILO 5-Global Learning
Education for global learning includes understanding the diversity and multiplicity of cultural forces that shape the world through the study of cultures, gender, sexuality, race, religion, class, ethnicities, and languages with a special focus on the contributions, differences, and global perspectives of diverse cultures and societies.
Outcomes Students Will:
1. ILO 5A Describe and compare different cultures. (Cultural Comparisons)
2. ILO 5B Explain how various cultures contribute to the development of our multicultural world. Cultural Contributions)
3. ILO 5C Describe and explain how race, ethnicity, class, gender, religion, sexuality, and other markers of social identity impact life experiences and social relations. (Identity Awareness and Impacts)
4. ILO 5D Analyze and explain the deleterious impact and the privileges sustained by racism, sexism, ethnocentrism, classism, homophobia, religious intolerance, or stereotyping on all sectors of society. (Systemic Injustices)
5. ILO 5E Demonstrate linguistic and cultural proficiency in a language other than English. (Other Language Proficiency)
ILO 6-Information Literacy/Competency
Education for information competency includes progressively developing information competence skills throughout one’s undergraduate career by developing a basic understanding of information retrieval tools and practices, as well as improving their ability to evaluate and synthesize information ethically.
Outcomes Students Will:
1. ILO 6A Determine the nature and extent of information needed. (Determine the Extent of Information Needed)
2. ILO 6B Demonstrate effective search strategies for finding information using a variety of sources and methods. (Use Effective Search Strategies)
3. ILO 6C Locate, retrieve, and evaluate a variety of relevant information, including print and electronic formats. (Access and Evaluate Information and Sources)
4. ILO 6D Organize and synthesize information in order to communicate effectively. (Organize and Synthesize Information)
5. ILO 6E Explain the legal and ethical dimensions of the use of information. (Use Information Legally and Ethically)
ILO 7-Quantitative Reasoning
Education for mathematical reasoning includes gaining competence for informed judgment and decision-making.
Outcomes Students Will:
1. ILO 7A Represent, understand and explain mathematical information symbolically, graphically, numerically, spoken, and/or signed. (Interpretation).
2. ILO 7B Develop mathematical models of real-world situations and explain the assumptions and limitations of those models. (Assumptions)
3. ILO 7C Use models to make predictions, draw conclusions, check whether the results are reasonable, and find optimal results using technology when necessary and appropriate. (Application/Analysis)
4. ILO 7D Demonstrate an understanding of the nature of mathematical reasoning, including the ability to prove simple results and/or make statistical inferences. (Calculation and Reasoning).
The ILO Dimensions Rubric
The ILO Dimensions Rubric provides guidance regarding the key pieces of information that will be evaluated in the scoring process. The rubric was developed to correspond with each dimension of the ILO. This rubric represents the criteria with which all student artifacts are scored or aligned. When scoring student products, faculty have the opportunity to indicate whether or not the assignment explicitly addresses one or more of the ILO dimensions. The work product is scored against the selected dimension on the rubric.
