
The Passport Learning Outcomes in foundational skills reference the LEAP Essential Learning Outcomes and describe the learning required to satisfy lower-division general education requirements in oral communication, written communication, and quantitative literacy. Additional academic work in these or other skill areas may be needed to fulfill upper-division general education, academic minor and/or academic major requirements, or graduation or state requirements.
Oral Communication: Public speaking entails a crucial set of skills for higher education students to develop because of its importance for effective participation in classrooms and its central position as a tool of democracy and civic engagement. The ability to prepare and extemporaneously deliver an argument grounded in credible information and organized effectively is usually developed in one or more courses in oral communication and becomes strengthened across the curriculum. The following learning outcomes are not exhaustive but provide a balanced portrait of what receiving institutions can expect from transfer students who have earned a Passport.
Relationship to Institution’s Passport Block: an introductory speech course, outcomes identified in other courses, or equivalent demonstration of speech proficiency is required.
Oral Communications PLO’s and PC Matrix Download
Features | Passport Learning Outcomes | Examples of Transfer-Level Proficiency Criteria Each faculty member develops the ways his/her students can demonstrate transfer-level proficiency with the learning outcomes. Below are a few examples provided by participating faculty. |
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Preparation for Performance | (a) develop a central message and supporting details by applying ethics, critical thinking and information literacy skills; (b) organize content for a particular audience, occasion or purpose. |
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Delivery | demonstrate performance skills that include organizing and delivering content for a particular audience, occasion and purpose, and using technology as appropriate. |
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Monitor and Adjust | monitor and adjust for audience feedback. |
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Critical Receiver | listen and critically evaluate the speaker’s central message and use of supporting materials. |
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Copyright ©2019 by Interstate Passport® which is administered by the Western Interstate Commission for Higher Education (WICHE). Republication or redistribution of the content is prohibited without prior written consent. For permission and proper attribution contact interstatepassport@wiche.edu.
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The transfer-level proficiency criteria describe the EVIDENCE of proficiency with the Passport Learning Outcomes at the transfer level that one might see in a student’s behavior, performance or work. Specific examples, provided in the Transfer-Level Proficiency Criteria column of the matrix above, are not intended to mandate curriculum or assessment methods, nor do they constitute a comprehensive list of concepts that each student must master. Rather, they serve as guidelines for determining whether a student has reached the desired level of proficiency for the specific learning outcome through a variety of possible methods. The inclusion of many diverse concrete examples is intentional as different courses may address a given feature in distinct ways; for example, a statistics course will address learning outcomes differently than a quantitative reasoning course. Also, a given concrete example may possibly address more than one Passport Learning Outcome.
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LEARNING OUTCOMES
- JoAnne Benschop, Articulation Officer, MiraCosta College; Community College Representative, Statewide Senate GE Advisory Committee (CA)
- (CHAIR) Sharon Cox, Past Faculty Senate Chair, Assistant Professor, Accounting, University of Hawaii West Oahu (HI)
- Dick Dubanoski, Pilot State Facilitator (HI)
- Becky Johns, Associate Professor of Communication, Weber State University (UT)
- Richard Parker, Department Chair, Art, Theater and Humanities, Columbia Gorge Community College (OR)
- Phyllis “Teddi” Safman, Pilot State Facilitator (UT)
- Thomas Steen, Professor, Physical Education and Exercise Science/Director of Essential Studies Program, University of North Dakota (ND)
- Terry Underwood, Professor, Teacher Education, Sacramento State University (CA)
- Pat Shea, Project Staff
TRANSFER-LEVEL PROFICIENCY CRITERIA
- Kevin Baaske, Professor of Communication Studies, California State University Los Angeles (CA)
- (CHAIR) Sharon Cox, Past Faculty Senate Chair, Assistant Professor, Accounting, University of Hawaii West Oahu (HI)
- Kim Weisman, Communication Department, Williston State College (ND)
- Becky Johns, Associate Professor of Communication, Weber State University (UT)
- Richard Parker, Department Chair, Art, Theater and Humanities, Columbia Gorge Community College (OR)
Writing sits at the heart of the mission of the higher education institution. Regardless of the discipline or the curriculum, written communication is the key that unlocks critical thinking, analysis, and logical reasoning. Learning to write effectively as an undergraduate is not accomplished in any one course, but almost always requires at least one dedicated course. Proficiency at writing includes the use of sources, writing process knowledge, convention and mechanics, self-assessment and reflection. This area further includes an introduction to analysis of the content of others’ writings, critical thinking and logical reasoning in addressing that content in an appropriate context.
Relationship to Institution’s Passport Block: an introductory writing course or equivalent demonstration of writing proficiency is required, with an expectation that students have opportunities to write as part of other lower‐division courses.
Written Communications PLO’s and PC Download
Features | Passport Learning Outcomes | Examples of Transfer-Level Proficiency Criteria Each faculty member develops the ways his/her students can demonstrate transfer-level proficiency with the learning outcomes. Below are a few examples provided by participating faculty. |
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Rhetorical Knowledge | demonstrate rhetorical knowledge by addressing issues of audience, purpose, genre, syntax, structure, format and knowledge appropriate to the task. |
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Use of Sources | evaluate, apply, and ethically synthesize sources in support of a claim, following an appropriate documentation system. |
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Writing Process Knowledge | develop flexible strategies for generating, revising, editing, and proofreading. |
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Conventions and Mechanics | demonstrate proficiency with conventions, including spelling, grammar, mechanics, word choice, and format appropriate to the writing task. |
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Self-Assessment and Reflection | reflect on one’s inquiry and composing processes to critique and improve one’s own and other’s writing. |
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Copyright ©2019 by Interstate Passport® which is administered by the Western Interstate Commission for Higher Education (WICHE). Republication or redistribution of the content is prohibited without prior written consent. For permission and proper attribution contact interstatepassport@wiche.edu.
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The transfer‐level proficiency criteria describe the EVIDENCE of proficiency with the Passport Learning Outcomes at the transfer level that one might see in a student’s behavior, performance or work. These are observable behaviors rather than subjective descriptors such as “appropriate” or “excellent.” Specific examples, provided in the Transfer-‐Level Proficiency Criteria column of the matrix above, are not intended to mandate curriculum or assessment methods, nor do they constitute a comprehensive list of concepts that each student must master. Rather, they serve as guidelines for determining whether a student has reached the desired level of proficiency for the specific learning outcome through a variety of possible methods. The inclusion of many diverse concrete examples is intentional as different courses may address a given feature in distinct ways; for example, a statistics course will address learning outcomes differently than a quantitative reasoning course. Also, a given concrete example may possibly address more than one Passport Learning Outcome.
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LEARNING OUTCOMES
- Debra David, Pilot State Facilitator, California
- Gloria Dohman, Associate Vice President of Institutional Effectiveness, North Dakota State College of Science (ND)
- (CHAIR) James Goodman, Dean of Arts and Sciences, Leeward Community College (HI)
- Maureen Mathison, Associate Professor, Director, Writing Program, University of Utah (UT)
- Larry Peterson, Director of Accreditation, Assessment and Academic Advising, North Dakota State University (ND)
- Kate Sullivan, Faculty Instructor, Language-‐Literature and Communication, Lane Community College (OR)
- Cathy Walker, Project Staff
TRANSFER-LEVEL PROFICIENCY CRITERIA
- Kevin Baaske, Professor of Communication Studies, California State University Los Angeles (CA)
- (CHAIR) James Goodman, Dean of Arts and Sciences, Leeward Community College (HI)
- Teresa Tande, Assistant Professor of English, Lake Region State College (ND)
- Donna Evans, Assistant Professor of English/Writing and Director of the Writing Center and Writing Across the Curriculum, Eastern Oregon University (OR)
- Maureen Mathison, Associate Professor, Director, Writing Program, University of Utah (UT)
Quantitative literacy requires comfort and capability with fundamental quantitative methods and incorporation of quantitative concepts into the student’s worldview so the student does not hesitate to apply quantitative skills in any appropriate context. Specific quantitative skills that must be addressed are mathematical process, computational skills, formulation of quantitative arguments, analysis of quantitative arguments, communication of quantitative arguments, and quantitative models.
Relationship to Institution’s Passport Block: a course in mathematics, a course that intensively uses quantitative methods, or equivalent demonstration of quantitative literacy is required.
Quantitative Literacy PLO’s and PC Download
Features | Passport Learning Outcomes | Examples of Transfer-Level Proficiency Criteria Each faculty member develops the ways his/her students can demonstrate transfer-level proficiency with the learning outcomes. Below are a few examples provided by participating faculty. |
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Computational Skills | demonstrate proficiency with arithmetic and algebraic computational skills, and extend them, for example, to geometric and statistical computations. |
Correctly solves problems or equations at the appropriate level.
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Communication of Quantitative Arguments | express quantitative information symbolically, graphically, and in written or oral language. |
Correctly uses mathematical notation in all aspects of the solution of a typical problem at the appropriate level.
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Analysis of Quantitative Arguments | select and use appropriate numeric, symbolic, graphical and statistical reasoning to interpret, analyze and critique information or line of reasoning presented by others. |
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Formulation of Quantitative Arguments | recognize, evaluate, and use quantitative information, quantitative reasoning and technology to support a position or line of reasoning. |
Correctly formulates, organizes, and articulates solutions to theoretical and application problems at the appropriate level
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Mathematical Process | design and follow a multi-step mathematical process through to a logical conclusion and critically evaluate the reasonableness of the result. |
Correctly solves a variety of different problem types (at the appropriate level) that involve a multi-‐step solution.
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Quantitative Models | create, analyze and apply appropriate quantitative models to solve quantitative theoretical and real-world problems. |
Correctly solves problems at the appropriate level which require the student to choose an appropriate technique or formula.
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Copyright ©2019 by Interstate Passport® which is administered by the Western Interstate Commission for Higher Education (WICHE). Republication or redistribution of the content is prohibited without prior written consent. For permission and proper attribution contact interstatepassport@wiche.edu.
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The transfer-level proficiency criteria describe the EVIDENCE of proficiency with the Passport Learning Outcomes at the transfer level that one might see in a student’s behavior, performance or work. These are observable behaviors rather than subjective descriptors such as “appropriate” or “excellent.”
Specific examples, provided in the Transfer Level Proficiency Criteria column, are not intended to mandate curriculum or assessment methods, nor do they constitute a comprehensive list of concepts that each student must master. Rather, they serve as guidelines for determining whether a student has reached the desired level of proficiency for the specific learning outcome through a variety of possible methods. The inclusion of many diverse concrete examples is intentional as different courses may address a given feature in distinct ways; for example, a statistics course will address learning outcomes differently than a quantitative reasoning course. Also, a given concrete example may possibly address more than one Passport Learning Outcome.
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LEARNING OUTCOMES
- (CHAIR) Jonathan Bodrero, Professor of Mathematics, Snow College (UT)
- Lisa Johnson, Pilot State Facilitator (ND)
- Karen Marrongelle, Pilot State Facilitator (OR)
- Julia Myers, Assistant Professor; Chair, General Education Committee, University of Hawaii West Oahu (HI)
- Mark Van Selst, Professor, Psychology, San Jose State University; Chair, CSU Statewide Senate GE Advisory Committee (CA)
- Kristi Wold-‐McCormick, University Registrar, North Dakota State University (ND)
- Rick Woodmansee, Professor, Mathematics and Statistics, Sacramento City College (CA)
- Bob Turner, Project Staff
TRANSFER-LEVEL PROFICIENCY CRITERIA
- Rick Woodmansee, Student Learning Outcomes Analyst, Sacramento City College (CA)
- Julia Myers, Assistant Professor, General Education Chair, University of Hawaii West Oahu (HI)
- Ryan Zerr, Associate Professor, Mathematics, University of North Dakota (ND)
- Hal Sadofsky, Chair, Department of Mathematics, University of Oregon (OR)
- (CHAIR)Jonathan Bodrero, Professor of Mathematics, Snow College (Utah)