Grad Student Orientation Classroom Management & Communication
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Principles of classroom management and communication for university graduate students teaching or acting as teaching assistants.
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Grad Student Orientation Classroom Management & Communication
- 5. Classroom Management 1st Principles You gain and maintain your control through:
- 6. Classroom Management 1st Principles • Your reputation for effort, flexibility, and availability. You gain and maintain your control through:
- 7. Classroom Management 1st Principles • Your reputation for effort, flexibility, and availability. • Your reputation for honesty, interest and fairness. You gain and maintain your control through:
- 8. Classroom Management 1st Principles • Your reputation for effort, flexibility, and availability. • Your reputation for honesty, interest and fairness. • Your knowledge of the content. You gain and maintain your control through:
- 9. Classroom Management 1st Principles • Your reputation for effort, flexibility, and availability. • Your reputation for honesty, interest and fairness. • Your knowledge of the content. • Keeping the students focused and wanting to learn. You gain and maintain your control through:
- 10. Classroom Management 1st Principles • Your reputation for effort, flexibility, and availability. • Your reputation for honesty, interest and fairness. • Your knowledge of the content. • Keeping the students focused and wanting to learn. • Responding calmly, directly and fairly to challenges to your authority. You gain and maintain your control through:
- 11. Your Tools
- 12. Classroom Management Tools Your Tools: Organization and Preparation
- 13. Classroom Management Tools Your Tools: Organization and Preparation • Have a Plan
- 14. Classroom Management Tools Your Tools: Organization and Preparation • Have a Plan • Have a Plan B
- 15. Classroom Management Tools Your Tools: Organization and Preparation • Have a Plan • Have a Plan B • But be flexible enough to respond in the moment
- 16. Your Tools: Clarity Classroom Management Tools
- 17. • Be clear about expectations and assessments Your Tools: Clarity Classroom Management Tools
- 18. • Be clear about expectations and assessments • Explain the reasoning behind your pedagogic choices Your Tools: Clarity Classroom Management Tools
- 19. Your Tools: Enthusiasm & Energy Classroom Management Tools
- 20. • Care about your Material Your Tools: Enthusiasm & Energy Classroom Management Tools
- 21. • Care about your Material • Help students to understand why they should care Your Tools: Enthusiasm & Energy Classroom Management Tools
- 22. • Care about your Material • Help students to understand why they should care • Make your classroom as dynamic as possible: Use of daily energizers, discussion questions, and activities Your Tools: Enthusiasm & Energy Classroom Management Tools
- 23. Your Tools: Refocus and Redirect Classroom Management Tools
- 24. • A dynamic, participatory learning environment means that you give up some control. Students can ramble, sharpshoot, and respond in expected ways. Your Tools: Refocus and Redirect Classroom Management Tools
- 25. • A dynamic, participatory learning environment means that you give up some control. Students can ramble, sharpshoot, and respond in expected ways. • Have a clear idea of your goals and the “takeaway” for each class period and be prepared to steer conversations back to the topic at hand. Your Tools: Refocus and Redirect Classroom Management Tools
- 26. Your Tools: Responsiveness & Attentiveness Classroom Management Tools
- 27. • When you notice unproductive behavior, nip it in the bud. Otherwise, you send a clear message to the students that it's OK for them to talk, skip, sleep, use their cell, leave early, etc. Your Tools: Responsiveness & Attentiveness Classroom Management Tools
- 28. • When you notice unproductive behavior, nip it in the bud. Otherwise, you send a clear message to the students that it's OK for them to talk, skip, sleep, use their cell, leave early, etc. • If you ignore, it will NOT just go away. Have a ready response for all of the above (they WILL happen) so you do not act in the moment with irritation. Your Tools: Responsiveness & Attentiveness Classroom Management Tools
- 29. Your Tools: Personalize Interactions Classroom Management Tools
- 30. • Learn and use names; call on students Your Tools: Personalize Interactions Classroom Management Tools
- 31. • Learn and use names; call on students • Make eye contact Your Tools: Personalize Interactions Classroom Management Tools
- 32. • Learn and use names; call on students • Make eye contact • Treat students with respect; avoid patronizing; do not shame or embarrass Your Tools: Personalize Interactions Classroom Management Tools
- 33. Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 34. • You are in no position to judge your students. We witness and assess only a very small subset of their actions. • Do not label or assume. • Stick to the facts of their performance. Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 35. • You do not need to be right. Allow students to “save face” (this does not necessarily mean not challenging their excuses, however) Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 36. • Remain poised, calm and even detached if necessary. • Use classroom management techniques before you become irritated, impatient or upset. We are much more powerful when we are centered, when we like our students, and when we view our students with fondness rather than impatience. Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 37. • If, by chance, you feel that you have spoken sharply in an attempt to manage your students, own up to it. Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 38. • Even if you disagree or don’t particularly like some theorist, Demonstrate a level of scholarly respect regardless of subject matter. Your Tools: Depersonalize Conflict & Contention Classroom Management Tools
- 39. Your Tools: Be Fair Classroom Management Tools
- 40. Your Tools: Be Fair Classroom Management Tools • Extra credit or make-up work (if you use) should be an option for all or none, not arranged case-by-case.
- 41. Your Tools: Be Fair Classroom Management Tools • Extra credit or make-up work (if you use) should be an option for all or none, not arranged case-by-case. • Don’t play favorites with your attention. It’s easy to pay more attention to talented, outgoing and/or needy students. They will succeed with or without us. It’s the average and unexceptional students who need us the most.
- 42. Your Tools: Stay Sane Classroom Management Tools
- 43. Your Tools: Stay Sane Classroom Management Tools • Have reasonable expectations both for workload and student performance.
- 44. Your Tools: Stay Sane Classroom Management Tools • Have reasonable expectations both for workload and student performance. • “In a class of 20 only a handful are at a place in their lives to really understand what you have to offer. The key to good teaching is to not allow yourself think that you know who those few students are.”
- 46. Lecture Format • Get students attention with a provocative question or image Communication in the Classroom
- 47. Lecture Format • Get students attention with a provocative question or image • Convey your enthusiasm for the material. Communication in the Classroom
- 48. Lecture Format • Get students attention with a provocative question or image • Convey your enthusiasm for the material. • Speak loudly and clearly. Communication in the Classroom
- 49. Lecture Format • Anticipate, present, and review. Make the organization of the lecture explicit. Communication in the Classroom
- 50. Lecture Format • Anticipate, present, and review. Make the organization of the lecture explicit. • Tell them what you are going to tell them. Communication in the Classroom
- 51. Lecture Format • Anticipate, present, and review. Make the organization of the lecture explicit. • Tell them what you are going to tell them. • Tell it to them. Communication in the Classroom
- 52. Lecture Format • Anticipate, present, and review. Make the organization of the lecture explicit. • Tell them what you are going to tell them. • Tell it to them. • Tell them what you just told them. Communication in the Classroom
- 53. Lecture Format • Take advantage of visual media. Juxtapose images with ideas or other images. Communication in the Classroom
- 54. Lecture Format • Take advantage of visual media. Juxtapose images with ideas or other images. • Visually illustrate concepts. Use text judiciously. Communication in the Classroom
- 55. Lecture Format • Take advantage of visual media. Juxtapose images with ideas or other images. • Visually illustrate concepts. Use text judiciously. • Use your knowledge to present new information to blend with text information. Create something students could not have learned by reading the book. Communication in the Classroom
- 56. Lecture Format • Use your visuals as your outline. Do not read your presentation. Communication in the Classroom
- 57. Lecture Format • Use your visuals as your outline. Do not read your presentation. • Interact with your audience. Solicit questions or responses & move among them if possible Communication in the Classroom
- 58. Lecture Format • Use your visuals as your outline. Do not read your presentation. • Interact with your audience. Solicit questions or responses & move among them if possible • Vary pacing and format. Communication in the Classroom
- 59. Seminar Format If you are able, change seating arrangements to a circle and require students to use one another’s names when addressing comments. This enhances a sense of shared responsibility and respect. Communication in the Classroom
- 60. Collaborative Learning Use group projects with a clear set of multiple deadlines for each phase of the project. Get students working together and learning as a cohesive group. Assign students to “Research Teams.” Let them devise interesting and related nick- names for each group. Communication in the Classroom
- 61. Electronic • Canvas Use It. Decide on one type of assignment turn-in. Stick to it. • Facebook Useful for some kinds of group projects that involve multiple media & student access. • Email If BGSU is not their main account, they need to link. Communication Outside the Classroom
- 62. Email • Let them know your preferred standard of address. • Etiquette: • Complete Sentences • Include Course and Section • Do not feel obliged to respond in the moment. • Establish Boundaries Communication Outside the Classroom
- 63. Face to Face • Do not meet alone with students outside of class unless you are in a public space. • If you need more privacy use an office with the door open. • If you perceive the potential for a hostile meeting get a fellow student or faculty member to simply sit in the office with you. Communication Outside the Classroom
- 64. Privacy Considerations • You cannot discuss student grades with outside parties including students’ parents unless you have express permission (other faculty are okay if it is germane to educational considerations). This violates FERPA. • Do not discuss grades via email (official BGSU email is okay but still a bad idea) • You may NOT ask for doctors’ notes or excuses. This violates HIPAA. Communication Outside the Classroom
- 65. Grades are Communication • Assessment doesn’t happen after teaching—it IS teaching. • What and how you assess communicates very powerfully to students. • Assessments need to be timely. • The purpose of assessment is to improve student learning (not reward or punishment.) • All assessment is formative if students care. Communication and Assessment
- 66. • Grades should be the beginning of a conversation, not the end of one. • If students don’t understand their grade, they don’t understand the material. • Dare to invite challenge. Communication and Assessment Grades are Communication
- 67. Institute “Reflection Time.” Don’t discuss grades for 24 hours. Then have them make an appointment and SEE you to discuss their grade. The burden of proof for a change is on the student to demonstrate their knowledge of the material. Communication and Assessment Grades are Communication
- 68. • Do not be baited by their excuses or challenges. If they “need” a grade then they need to master the material. • You are not judging their effort or aptitude or values. Treat grades as formative. Stay focused on the material. • Do not label or assume. • Stick to the facts of their performance. Classroom Management Tools Grades are Communication
- 70. • raising your voice • insisting on having the last word • using tense body language, rigid posture or clenched hands • using degrading, insulting, humiliating, or embarrassing put-downs • using sarcasm • attacking the student’s character Practical Scenarios Unsuccessful Responses to Negative Student Behaviors
- 71. • acting superior • drawing unrelated persons into the conflict • having a double standard • insisting that you are right • preaching • making assumptions • backing the student into a corner • pleading or bribing Practical Scenarios Unsuccessful Responses to Negative Student Behaviors
- 72. • bringing up unrelated events • generalizing about students • making unsubstantiated accusations • holding a grudge • nagging • throwing a temper tantrum • mimicking the student • making comparisons with other students Practical Scenarios Unsuccessful Responses to Negative Student Behaviors
- 73. BEHAVIOR: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies Practical Scenarios POSSIBLE RESPONSES:
- 74. BEHAVIOR: Shyness or Silence -- lack of participation. Practical Scenarios POSSIBLE RESPONSES:
- 75. BEHAVIOR: Talkativeness -- knowing everything, manipulation, chronic whining. Practical Scenarios POSSIBLE RESPONSES:
- 76. BEHAVIOR: Sharpshooting -- trying to shoot you down or trip you up. Practical Scenarios POSSIBLE RESPONSES:
- 77. BEHAVIOR: Griping -- maybe legitimate complaining. Practical Scenarios POSSIBLE RESPONSES:
- 78. BEHAVIOR: Complaining about or critiquing the primary instructor of the course or their grading. Practical Scenarios POSSIBLE RESPONSES:
- 79. The Takeaway Classroom Management • Be fair, flexible, prepared and available. • Keep the students focused and wanting to learn. • Respond calmly, directly and fairly to challenges to your authority.
- 80. The Takeaway Communication • Anticipate, present, and review. Make the organization of lectures explicit. • Interact with your audience. Solicit questions or responses & move among them if possible. • Vary pacing and format.
- 81. The Takeaway Communication • Assessment doesn’t happen after teaching—it IS teaching. • Grades should be the beginning of a conversation, not the end of one. • Invite challenge. University is about conversation and inquiry, NOT facts and grades
Editor's Notes
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.
- The list of learning outcomes for the First Year Program was considerably more extensive, (At one point I joked that everyone had simply included all of the learning outcomes from every course that they ever taught). They also proved to be more difficult to prioritize. Here are the results absent the “actionable phrases” such as “students will demonstrate…” so that the list more pithy and memorable: 1. Visual problem solving 2. Creativity 3. Critical self-reflection 4. Work ethic 5. Perception/acuity 6. Elements and principles of design 7. Disciplinary studio skills 8. Art historical context 9. Communication skills 10. Aesthetics/theory 11. Studio citizenship 12. Social Production/collaboration It is important to note that ranking these outcomes proved so contentious that each individual faculty member was asked to individually rate the importance of each proposed learning outcome on a scale of one to five, five being the most important. The ratings were then totaled, and this established the ranking you see above. Interestingly, the total rating scores for the top four outcomes were significantly higher than the totals for all of the rest, with only a point or two separating each of the top four, a magnitude of importance not reflected in the simple ranking listed above. In short, the top four were deemed to be nearly equal in importance and significantly more important than all of the other learning outcomes on the list.