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Student Learning Outcomes

Discipline: Library & Learning Resources: Learning Assistance – Instruction Unit

Course Name	Course Number	Objectives
All Subject Tutoring	BS TR01	Develop reading, writing, computational, and problem-solving skills associated with college success Awareness of effective academic reading/writing strategies Demonstrate essential operation of problem-solving Demonstrate awareness of effective reading/writing process Demonstrate awareness of critical reading, writing, and thinking strategies Demonstrate awareness of discipline-specific study strategies related to student's area of study
Analysis and Critical Reading	READ 100	Students will explain schema and reflect critically on effectiveness of one’s own critical reading and thinking processes in analyzing, criticizing, and generating complex ideas Students will analyze and apply rhetorical principles in a range of thematically-related written assignments that scaffold into a final research paper with peer and instructor feedback Students will evaluate relevance, reliability, and appropriateness of scholarly sources in a variety of rhetorical contexts across disciplines Students will synthesize and respond appropriately to discipline-specific academic texts by identifying intended audience, purpose, and social context from diverse perspectives Students will integrate critical reading, critical thinking, and written communication as applied to thematically-related expository texts from a range of academic disciplines Students will use structural organization to identify the relationship of language to logic in arguments, fallacies, patterns of discourse, author and reader bias, facts vs. judgement, and knowledge vs. belief from academic texts across disciplines
Approaches to Reading	READ 70	3. Students will be able to use vocabulary strategies appropriate to narrative text. Faculty will examine and determine consistent and effective approaches to teaching Word Concept Mapping to READ 70 students. 70% of students will demonstrate the effectiveness of their chosen vocabulary strategy by accurately using their word in context. 60% of students completing READ 70 will be able to explain their vocabulary strategy choice a given narrative text as measured by a rubric constructed by reading faculty as a “meets standard” level in all areas measured.
Basic Overview of Strategies for Academic Success	STDY 85A	After taking STDY 85A, students will evaluate and reflect on their test-preparation process As a result of STDY 85A, students will identify and apply appropriate strategies necessary for effective study and learning As a result of taking STDY 85A, students will gain awareness of personal intrinsic and extrinsic motivators As a result of taking STDY 85A, students will identify appropriate use of locus of control in stressful learning environments Students completing STDY 85A will apply various note-taking methods in different disciplines After taking STDY 85A, students will identify forms of inequity in higher ed and apply strategies to increase belonging
Exploring Reading Strategies	READ 80	70% of students will demonstrate the effectiveness of their chosen vocabulary strategy by accurately using their word in context.
Foundations of Academic Success	STDY 80	Upon completion of STDY 80, students will use critical questioning techniques to engage deeply in the learning environment Upon completion of STDY 80, students will increase their internal locus of control Upon completion of STDY 80, student will utilize effective goal setting strategies Upon completion of STDY 80, students will apply appropriate study strategies to a variety of classroom situations. Upon completion of STDY 80, students will identify how stress affects the brain and effective strategies for managing stress Upon completion of STDY 80, students will utilize campus academic resources and identify effects on student success
Information Resources and Research Methods	LIBR 1	Students will be able to evaluate information sources based on a set of criteria.
Introduction to Library Research	LIBR 1A	Students will be able to prepare accurate citations for various sources. Students will be able to evaluate information sources based on a set of criteria.
Introduction to Tutoring	TUTR 10A (VOC)	Students will be able to identify at least three ways to promote active learning with students in tutoring sessions.
Learning Communities: Individual	LCOM 80	Students will identify the physiological, intellectual, and emotional needs of the brain for effective learning Students will identify personal locus of control in a variety of situations Students will use Bloom's Taxonomy to create test questions and answers at the applying level and higher Students will explain how to use time-management techniques for long-term assignments Students will evaluate and apply studying and learning strategies to lectures and texts Students will apply self-awareness strategies appropriate for academic success Students will use the DAPPS method to create goals Students will outline a successful stress-management system Students will compare different campus resources for academic appropriateness Students will demonstrate an awareness of the benefits of seeking a support network in college
Learning Support Laboratory	BS LRN50	Demonstrate basic software use as appropriate for active learning Demonstrate appropriate use of technology for a given instructional or workplace program Demonstrate understanding of the demands of computer-use environment Apply technology to aid the learning process Develop and enhance technical and academic skills Develop strategies for using computer-based resources
Reading College Texts	READ 90	Students will demonstrate and awareness of their own academic reading and critical thinking process through metacognitive written reflections As a result of their learning experiences in READ 90, students can evaluate prior knowledge of academic texts and apply strategies to build schema. As a result of their learning experiences in READ 90, students can use a variety of mapping strategies to identify the organizational structure of academic texts. As a result of their learning in READ 90, students will evaluate and apply a variety of vocabulary strategies appropriate to college-level textbooks. As a result of their learning in READ 90, students can identify connections between ideas in college-level textbooks. As a result of their learning in READ 90, students can question college-level textbooks at a variety of comprehension levels.
Success Skills for Online Learning	STDY 85C	Upon completion of STDY 85C, students will identify the relationship between campus resources and academic success As a result of taking STDY 85C, students will identify effective tools for online learning Upon completion of STDY 85C, students will demonstrate a variety of characteristics of effective self-directed learners Upon completion of STDY 85C, students will identify and address issues of inequity in online learning Upon completion of STDY 85C, students will collaborate with diverse groups of students as an effective learning strategy Upon finishing STDY 85C, students will use a variety of tools to communicate effectively with instructors, peers, and group members
Tutoring as a Supplemental Instructor	TUTR 10C (VOC)	Students in TUTR10C will be able to obtain feedback about a Supplemental Instruction session plan and incorporate that feedback into a second session.
Tutoring in Mathematics	TUTR 10D (VOC)	Tutors who take TUTR 10D will be able to apply questioning strategies to promote active learning. Tutors who take TUTR 10D will be able to explain math concepts in multiple ways.
Tutoring in the English Language	TUTR 10B (VOC)	Students will observe and write up their observations of effective tutoring processes and areas that could be addressed. In the diagnostic in the first class session, each student will self-identify an area of mechanical (grammar/punctuation) weakness. Utilizing techniques discussed in class, each student will attempt to handle a contentious tutoring session example.
University-level Practices for Academic Success	STDY 100	Students will analyze their critical thinking process through the framework of Bloom's Taxonomy Students will create, implement, and evaluate a successful self-management system Students will identify learning theories underlying their preferred learning strategies Students will compare and contrast emotional quotient and intellectual quotient to evaluate how both influence problem solving Students will be able to explain the physiological, intellectual, and emotional needs of the brain and how these needs impact effective learning. Students will engage with a variety of campus resources, services, and activities to increase a sense of belonging on campus. Students will analyze and evaluate college policies and procedures with student rights and responsibilities.

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