The document discusses Lake Washington Institute of Technology's (LWIT) focus on developing five global outcomes in all students: communication, critical thinking, information literacy, intercultural appreciation, and teamwork. It outlines how these outcomes are taught, assessed, and reported on using rubrics in all degree and certificate programs. It provides details on the assessment cycle of training, assessing, reflecting, discussing, and refining to continuously improve how these outcomes are developed in students.

1. Global Outcomes
Lake Washington Institute of Technology
identifies five Global Outcomes - institution
wide student learning outcomes - that all
students graduating from LWIT should develop
to be successfully prepared for today's careers
and tomorrow's opportunities.
Communication, Critical
Thinking, Information Literacy, Intercultural
Appreciation, and Teamwork

2. Communication:
The ability to engage effectively in
verbal, non-verbal, written, and/or
symbolic expression.

3. Critical Thinking:
The ability to evaluate information, draw
inferences, arrive at conclusions, and
create solutions based on objective
analysis of the evidence.

4. Information Literacy:
The ability to recognize when information is
needed, to choose the appropriate tools to
locate the required information, and to
effectively gather and evaluate the information.
Update: Information Literacy was formerly titled
Technical and Information Literacy.

5. Intercultural Appreciation:
The ability to describe and demonstrate the
value of cultural differences and commonalities
among people and to recognize and respond to
those differences and commonalities in the
workplace and the learning environment.

6. Teamwork:
The ability to participate actively and
cooperatively in a group to advance a
common goal.

7. Every degree-granting program designates
two courses that teach to, assess, and report
on each of the Global Outcomes.
Every Certificate of Proficiency designates at
least one class that teaches to, assesses, and
reports on each of the Global Outcomes.

8. Rubrics
• Standard criteria and levels of achievement
used to measure Global Outcomes across
all college programs
• Faculty can develop own descriptors based
on program and/or assignments used to
assess Global Outcomes.
Update: Four levels of achievement -
Mastering, Achieving, Developing, and
Beginning

9. Reporting Packets
• Available on SharePoint:
http://intranet.lwtech.edu/Divisions/Instru
ction/OutcomesAssessment/Pages/Global%
20Outcomes.aspx
• Completed packets are submitted to Sally
Heilstedt (the Office of Assessment) at the
end of designated quarters.
Update: Keep, Stop, Start

10. Assessment Cycle
• Dialogues
• Division Meetings
• Identify areas of
improvement
• Make adjustments to
assignment/teaching
• Summer Institute
• Training Sessions
• Professional Development
(e.g., EDUC courses, ATL Conference)
Training
Assessing
ReflectingDiscussing
Refining
• Reporting Packet
• Support from Assessment
office
• Review and Feedback
• Data Summary
• Qualitative Summary

11. Assessment Timeline
Training
Summer Quarter Summer Institute
Prior to Fall Quarter Training Sessions
Assessing
Prior to Quarter Instructors informed of next quarter courses that will assess GOs
2nd/3rd Week Reporting Packet and other materials sent
Meetings scheduled as needed for clarification and support
6th Week Reporting Packet and other materials sent a second time
9th Week Final send
Emphasis on support
End of Quarter Call for Reporting Packets
Explanation of review process
Reflecting
Following Quarter Review and feedback on individual Reporting Packets
End of Academic Year Data Summary
Qualitative Summary
Discussing
Prior to Fall Quarter Dialogues
As scheduled by department Division Meetings
Refining
Next course offering Instructors implement adjustments to assignment/teaching
Update: 2012-13 Critical Thinking and Intercultural Appreciation
2013-14 Teamwork, Communication, and Information Literacy

12. Teaching, Learning, and
Assessment

13. Teaching:
●Overt ●Embedded ●Authentic
Learning:
Developmental –
Improvement vs. achievement

14. Assessment:
Timing (Pre- and Post-Assessment)
• Beginning and end of unit
• Beginning and end of quarter
• Sequential courses
Purpose
• Student development
• Continuous improvement
• Accreditation