Oregon Tech's Institutional Student Learning Outcomes (ISLOs) support Oregon Tech's institutional mission and core themes. The outcomes and associated criteria reflect the rigorous applied nature of Oregon Tech's degree programs.
Oregon Tech students will demonstrate these institutional student learning outcomes:
Quantitative Literacy & Reasoning
Inquiry & Analysis, Problem Solving & Info Literacy, Critical Analysis & Logical Thinking
ISLO Subcommittees and Membership
Communication, Teamwork, Ethical Reasoning (CTER)
Krista Beaty, Chair
Kevin Brown
Wangping Sun
Diverse Perspectives, Cultural Sensitivity, Global Awareness (DP)
Trevor Petersen, Chair
Sean Sloan
Martha Chamberlin
Quantitative Literacy, Inquiry & Analysis (QLIA)
Joe Reid, Chair
Cecily Heiner
Jessica Luebbers
ISLO Academic Assessment Process
ISLO Criteria Summary
The ISLOs reflect the common expectations about the knowledge, skills, and abilities that Oregon Tech students will acquire and are reflected in the General Education requirements that lay the foundation upon which the major curricula build. Engaging in these ISLOs will support Oregon Tech graduates in developing the habits of mind and behaviors of professionals and lifelong learners.
- communicate effectively orally and in writing;
- engage in a process of inquiry and analysis; including problem-solving & information literacy, critical analysis & logical thinking;
- make and defend reasonable ethical judgments;
- collaborate effectively in teams or groups;
- demonstrate quantitative literacy & reasoning; and
- explore diverse perspectives, including cultural sensitivity & global awareness.
Oregon Tech celebrates its new Institutional Student Learning Outcomes following a year-long review conducted by the Assessment Commission Executive Committee. Reports for the institutional assessment of the original eight outcomes which began in 2007 can be found in the link from this page. Full descriptions and criteria for assessment, as well as the assessment cycle for the six new ISLOs, are also linked from this page.
Program Assessment Report Guide
Academic Assessment: Three Year Cycle
| ISLO Three Year Academic Assessment Cycle | ||
|---|---|---|
| Year 1 ISLO | Year 2 ISLO | Year 3 ISLO |
|
Plan Communication, Teamwork, |
Plan Diverse Perspectives including Cultural Sensitivity & Global Awareness
|
Plan Inquiry & Analysis includes problem solving & info literacy, critical analysis & logical thinking |
| Plan: Course Selections, Assignment Design, Rubric Design, Performance Criteria, Curriculum map. Plan for changes indicated from action year. Submit plan with Assessment Report |
||
|
Assess Collect (Academic Year) |
Assess Collect (Academic Year) |
Assess Collect (Academic Year) |
|
Assess: Types of student work: Faculty Grades (Rubric), Standardized Test, Competency-Based Demonstrations Summary report reviewed at following Convocation. Data and Analysis Submitted in following year's Assessment Report. |
||
|
ACT Diverse Perspectives including Cultural Sensitivity & Global Awareness |
ACT Inquiry & Analysis includes problem solving & Info literacy, critical analysis & logical thinking Quantitative Literacy & Reasoning |
ACT Communication, Teamwork, Ethical Reasoning |
|
ACT: Close loops, make improvements and re-measure. Engage campus (professional development). Data from previous year's collection submitted with faculty analysis and action plans to be implemented during the |
||
Academic Year 2021-22 ISLO Data
| 3-Year Cycle | ||
| ISLO | % Met | Gap |
| Quantitative Literacy | 63% | Solve equations reduced over time |
| Inquiry and Analysis | 80% | Applications to research and finances |
| Ethics | 100% | |
| Teamwork | NA | Assignments that naturally assess this |
| Diverse Perspectives | ||