Student Learning Outcomes - Archived 2009 Plan

Student Learning Outcomes focus on specific accrual and application of student learning relative to reading activities. These student learning outcomes are:

  1. Student reading activities will result in greater reading for enjoyment, appreciation, and information.
  2. Student reading activities will result in enhanced perspectives and broader viewpoints.
  3. Student reading activities will result in greater engagement with others and greater understanding of others' positions.
  4. Student reading activities will result in greater discernment and critical/analytical judgment.
  5. Student reading activities will result in enhanced writing skills.
  6. Student reading activities will result in greater understanding of the connections among and between reading materials.

Initiative Outcomes

Initiative Outcomes focus on the three QEP components of the Common Reading Initiative (CRI), the College Reading Initiative (COLRI) and the Faculty Development Initiative (FDI).

Common Reading Initiative

  1. First-Year students will read the CRI book selected annually.
  2. First-Year students will participate in discussion groups (face to face and electronic) regarding the CRI selection.
  3. Faculty and staff will participate as group leaders for the discussion groups regarding the CRI selection.
  4. Faculty and staff will report satisfaction or satisfaction-plus with their involvement as group leaders in the discussion groups regarding the CRI selection.
  5. Faculty will choose to use the CRI selection in courses other than TROY 1101, especially General Studies courses.
  6. Faculty and students will participate annually in CRI-related activities beyond the discussion groups and academic classes (such as TROY 1101).
  7. The Common Reading Initiative will support the six QEP learning outcomes.

Visit the Common Reading Initiative website.

College Reading Initiative

  1. Student majors in each college will read the COLRI book selected annually.
  2. Student majors in each college will participate in discussion groups (face to face and electronic) regarding the COLRI selection.
  3. Faculty will participate as group leaders for the discussion groups regarding the COLRI selection.
  4. Faculty will report satisfaction or satisfaction-plus with their involvement as group leaders in the discussion groups regarding the COLRI selection.
  5. Faculty will choose to use the COLRI selection in their classes even if their classes were not initially identified for COLRI use.
  6. Faculty and student will participate annually in COLRI-related activities beyond the discussion groups and academic classes.
  7. The College Reading Initiative will support the six QEP learning outcomes.

Faculty Development Initiative

  1. Plan and implement faculty development activities to ensure successful completion of the QEP student learning outcomes and the outcomes for the Common Reading Initiative and College Reading Initiative.
  2. Implement a continuous cycle of learning opportunities for faculty.
  3. Communicate current information regarding best practices for student reading instruction to faculty.
  4. Ensure optimal use of faculty development resources by coordinating college and university-wide faculty development offerings as these apply to the QEP.
  5. Promote faculty participation in faculty development activities.
  6. Promote professional development of faculty and staff as instructors and mentors.
  7. Coordinate the development of electronic resources to support faculty development activities as these activities and materials support the QEP.
  8. Provide opportunities for faculty to read and discuss their own books and other publications.

General Program Outcomes

General Program Outcomes will focus, in a global fashion, on the University's efforts to enhance its culture of reading through the specific elements of the QEP and through collateral elements inspired by, and supportive of, a reading culture:

  1. Students at Troy University will read more.
  2. Faculty at Troy University will assign more reading materials to their students.
  3. Troy University will develop, implement, and assign more reading-intensive courses into the general studies and disciplinary curricula.
  4. More students will engage in peer engagement over common reading materials.
  5. More students will engage in student-faculty engagement over common reading materials.
  6. More academic departments/units will initiate common reading experiences for their specific groups of students.
  7. There will be more manifestations of a reading culture at the University.
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