AAHE Principle #1:
The Assessment of student learning begins with educational values.
I think this is an important principle and our speakers mentioned the significance of gearing our outcomes and criteria to the mission, goals, and values of our individual institutions.
One of our core values at ECSU is integrity. Faculty, staff, and students are expected to behave ethically and honorably. Student learning encompasses both intellectual and character development.
In writing my outcome, I focused on this core value of integrity and integrated it into Information Literacy within the ethical use of information (academic integrity).
Outcome:
Applies academic standards of integrity in order to use technology, information, and information resources legally and ethically.
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1 comment:
Carol addresses an important area where librarians can play an important educational role in higher ed with widespread concerns about plagiarism and confusions about 'fair use' vs licensing with digitally formatted information.
I am assuming that the WHO here are students but it might be helpful to clarify.
When reading this draft outcome statement I was having difficulty locating whether this would serve an IL program (as a whole) or a particular course/course of study, or some other program element. So perhaps clarifying who 'Applies' would help to focus this (students will apply academic standards of integrity IOT ...)
If this were to be written as an outcome written for an IL program the verb phrase before the IOT (in order to) statment may need to be taken up a level. You describe integrity as an ECSU institutional value. Is there a way to situate the ethical/legal use of information as contributing to these institution-wide values or student outcomes? What language is used to discuss integrity at the institutional level? Is it possible to link use of info legally/ethically to the larger institutional goals of graduating citizens with ethical frameworks (or whatever/however that is stated)?
Anne Zald
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