SOME STRATEGIES FOR DEVELOPING GRADUATE PROGRAM LEARNING OUTCOMES
This handout contains several resources for thinking about graduate-level learning outcomes.
The list below provides some possible action steps for developing student learning outcomes. Additional
ideas for the process of developing outcomes can be found at this link from North Carolina State:
http://www.ncsu.edu/grad/faculty-and-staff/docs/pe/Outcomes_Procedure.pdf.
Talk With Others
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Brainstorm what an ideal graduate would know, understand, be able to do, value, etc. For lists of
brainstorming questions, click here .
Define the essential features of your academic program and think about how they help shape
student beliefs, behaviors, and attitudes.
Describe skills/qualities of successful alumni of your program.
Examine curricular and co-curricular experiences provided to students in the program and the skills,
attitudes, beliefs that they use and develop.
Share ideas about teaching and learning in your discipline—e.g., teaching strategies, teaching
philosophies, theories of learning, research on learning in the discipline, principles or assumptions
about teaching and learning, etc.
Seek Models & Resources
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Check for lists of standards/competencies/qualities available from web sites or other resources from
professional organizations.
Look at student learning outcome statements from other departments or on campus or at other
universities. Click here for some sites to begin your exploration.
Consider surveys or other sources for lists of skills and qualities expected of your graduates by
graduate/professional schools, employers, and others who will interact alumni of your programs.
Review documents (brochures, fliers, web pages, catalog descriptions) from your program and/or
similar academic programs and look for recurring themes related to outcomes/goals.
Look for connections between institutional, college-level, and Liberal Arts Core goals and disciplinespecific applications of those goals.
Make Use of Inventories and Taxonomies
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Teaching Goals Inventory (Angelo and Cross)
http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view
http://serc.carleton.edu/resources/22725.html
Bloom’s Taxonomy (There are many links to Bloom’s taxonomy; these are just two of them.)
http://assessment.uconn.edu/primer/taxonomies1.html
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/BloomsTaxonomy/
Taxonomy of Significant Learning
http://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf
GENERAL LEARNING OUTCOMES FOR GRADUATE PROGRAMS
The links below provide examples of learning outcomes common to graduate-level programs.
Looking at such lists may provide a starting point for identifying specific graduate program learning
outcomes.
California State University-Stanislaus
https://www.csustan.edu/office-assessment/graduate-assessment
1. Students will demonstrate advanced knowledge, skills, and values appropriate to the discipline.
2. Students will demonstrate the ability to be creative, analytical, and critical thinkers.
3. Students will demonstrate the ability to work as individual researchers/scholars as well as in
collaboration with others in contributing to the scholarship of their disciplines, as appropriate.
4. Students will demonstrate relevant knowledge of the global perspectives as appropriate to the
discipline.
5. Students will demonstrate knowledge of new and various methods and technologies as appropriate
to the discipline.
6. Students will be required to demonstrate advanced oral and written communication skills,
complemented, as appropriate to the discipline, by the ability to access and analyze information
from a myriad of primary, print, and technological sources.
For a document including these statements with additional detail, click here.
Cornell University Graduate School
http://www.gradschool.cornell.edu/academics/learning-assessment/research-masters-proficiencies
Research Master's Proficiencies
A candidate for a research master's degree is expected to demonstrate knowledge in the chosen
discipline and to synthesize and create new knowledge, making a contribution to the field in a timely
fashion.
Proficiencies
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Make a contribution to the scholarship of the field.
Learn advanced research skills
o Synthesize existing knowledge, identifying and accessing appropriate resources and other
sources of relevant information and critically analyzing and evaluating one's own findings
and those of others
o Apply existing research methodologies, techniques, and technical skills
o Communicate in a style appropriate to the discipline
Demonstrate commitment to advancing the values of scholarship
o Keep abreast of current advances within one's field and related areas
o Show commitment to personal professional development through engagement in
professional societies and other knowledge transfer modes
o Show a commitment to creating an environment that supports learning – through teaching,
collaborative inquiry, mentoring, or demonstration
Demonstrate professional skills
o Adhere to ethical standards in the discipline
o Listen, give, and receive feedback effectively
Kansas State University
http://www.k-state.edu/grad/faculty/program-review/slo.html
Graduates of advanced degree programs at Kansas State University will:
Knowledge
Demonstrate thorough understanding and/or competency in a specific area of emphasis, study, or
profession.
Skills
Demonstrate an awareness of their responsibilities (professional integrity, ethical behavior, ability to
work with diverse groups of peoples, etc.) and engage in professional conduct towards all constituent
groups, including student, faculty public, etc.
Oregon State University
http://oregonstate.edu/admin/aa/apaa/assessment/graduate-assessment
The Graduate Council and Faculty Senate approved the overarching Graduate Learning outcomes for
doctoral and masters programs (doctoral – on Jan 13, 2011 and Masters – on April 14, 2011). . .
For Master’s Degree programs:
The Graduate Council approved the following motion regarding the Graduate Learning Outcomes (GLOs)
for Master’s students:
a. Conduct research or produce some other form of creative work,
b. Demonstrate mastery of subject material, and
c. Be able to conduct scholarly or professional activities in an ethical manner.
It is the responsibility of each program to develop and periodically review additional meaningful degreespecific learning outcomes.
Seattle University
http://www.seattleu.edu/graduate-admissions/academics/outcomes/
Seattle University’s Mission Statement:
Seattle University is dedicated to educating the whole person, to professional formation, and to
empowering leaders for a just and humane world.
Upon completing their graduate studies, Seattle University students will:
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Demonstrate mastery of competencies required in their professional field.
Demonstrate effective communication in speech and in writing.
Exhibit professional integrity, ethical leadership, and effective collaboration skills.
Recognize and address moral and ethical challenges within their professional as informed by the
Jesuit Catholic tradition.
5. Assess personal and professional levels of commitment to service for a just and sustainable world as
informed by a global perspective.
6. Develop a professional perspective focused on life-long learning that is informed by the knowledge
and skills of their graduate education.
SUNY-Plattsburgh
http://www.plattsburgh.edu/intranet/assessment/gradoutcomes.php
Graduates of SUNY Plattsburgh’s master’s degree and certificate of advanced study programs should:
1. Possess the advanced knowledge, skills, and perspectives to be prepared and motivated to hold
continuing professional positions or pursue further graduate studies and continue to grow
intellectually, professionally, and personally.
2. Practice self-reflection and self-evaluation to develop a personal philosophy and professional ethics
that promote responsible professional behavior.
3. Communicate effectively in written and oral expression, using educational and technological
advances.
4. Apply critical thinking to the production of knowledge through research, intellectual inquiry, and
practice, and apply the knowledge toward addressing the challenges of society in a way that
supports pluralism and inclusion.
Texas A&M University
http://catalog.tamu.edu/pdfs/Master’sOutcomes-1pg.pdf
A student who graduates from Texas A&M University with a master’s degree will:
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[Sic] Master degree program requirements, including
o theories, concepts, principles, and practice, and
o develop a coherent understanding of the subject matter through synthesis across courses
and experiences.
Apply subject matter knowledge in a range of contexts to solve problems and make decisions.
Use a variety of sources and evaluate multiple points of view to analyze and integrate information
and to conduct critical, reasoned arguments.
Communicate effectively.
Use appropriate technologies to communicate, collaborate, conduct research, and solve problems.
Develop clear research plans and conduct valid (data-supported), theoretically consistent, and
institutionally-appropriate research.
Choose ethical courses of action in research and practice.
SOME EXAMPLES OF GRADUATE PROGRAM LEARNING OUTCOME STATEMENTS
The links below provide assessment plans and/or learning outcomes for a variety of graduate programs.
Looking at what other institutions have done can provide ideas for the development of learning
outcomes and assessment plans.
The links below were selected for this page because they allow you to search multiple programs at once.
They were not selected because their program plans and outcomes offer models for others to follow.
Another strategy is to use the Internet to search for specific graduate programs to see if they include lists
of their learning outcome and their assessment plans.
Boise State University
http://academics.boisestate.edu/planning/degree-program-assessment-plan/
University of Idaho
http://www.uidaho.edu/learningoutcomes/information?list=graduate&college=07
Marquette University
http://www.marquette.edu/assessment/ (see links for plans/reports by unit)
Minnesota State University
http://www.mnstate.edu/assess/Plans_Reports.htm
North Carolina State University Agricultural and Technical University
http://www.ncat.edu/academics/schools-colleges1/grad/academic-programs/index.html
Oregon State University
http://oregonstate.edu/admin/aa/apaa/assessment/graduate-assessment/graduate-assessment-plans
University of North Carolina-Charlotte
http://academics.uncc.edu/graduate-degree-programs
University of North Carolina-Pembroke (arrow down the page for graduate programs)
http://www.uncp.edu/about-uncp/administration/departments/academic-affairs/student-learningoutcomes
University of North Florida
http://www.unf.edu/graduatestudies/faculty/glo/index.html
Youngstown State University
http://web.ysu.edu/gen/ysu_generated_bin/documents/basic_module/GRADUATE_DEGREE_PROGRAM
S_LEARNING_OUTCOMES.pdf