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Mapping Case Study: CSU Anywhere
Overview
Mapping artifacts to objectives at different levels can be done in a number of ways, such
as using keywords or tags. Below, an example assignment has been mapped to objectives
using the lists of objectives—national (LEAP), institutional, college, department, and
course (syllabus)—on the following pages.
National > Institution > College > Department > Course > Artifact Level Goals
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CSU Anywhere – Outcomes at different levels
AAC&U LEAP Essential Learning Outcomes
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Knowledge of Human Cultures and the Physical and Natural World
 Through study in the sciences and mathematics, social sciences, humanities, histories,
languages, and the arts
Focused by engagement with big questions, both contemporary and enduring
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Intellectual and Practical Skills, Including
 Inquiry and analysis
 Critical and creative thinking
 Written and oral communication
 Quantitative literacy
 Information literacy
 Teamwork and problem solving
Practiced extensively, across the curriculum, in the context of progressively more
challenging problems, projects, and standards for performance
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Personal and Social Responsibility, Including
 Civic knowledge and engagement—local and global
 Intercultural knowledge and competence
 Ethical reasoning and action
 Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and real-world
challenges
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Integrative Learning, Including
 Synthesis and advanced accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new
settings and complex problems
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College of Behavioral and Social Sciences – Strategic Goals
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Maintain and develop innovative and collaborative learning experiences in undergraduate
and graduate programs that provide skilled graduates to our service region and to the State
of California.
Encourage departments to implement workload flexibility while meeting FTES targets.
Continue to develop community service and research partnerships that enhance student
learning and community involvement.
Facilitate innovative approaches toward streamlining student progress toward graduation.
Develop strategies to optimize resources and refine the college development/advancement
plan.
Promote excellence in faculty scholarly work, teaching, service and staff development.
Encourage, support, and reward faculty in the college who create effective
teaching/learning communities, including those that involve students in faculty research
and those that incorporate technology.
Department of Environmental Studies – Student Learning Outcomes
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Demonstrate a basic scientific literacy tied to core content in scientific disciplines vital to
understanding environmental issues. [Consistent with LEAP objective targeting
“Knowledge of Human Cultures and the Physical and Natural World”]
Exhibit advanced capabilities for interpreting and communicating information related to
environmental issues in written and oral forms appropriate to both scientific and nontechnical audiences. [Consistent with LEAP objective targeting “Intellectual and Practical
Skills”]
Cultivate skills critical to interpreting scientific concepts for public understanding,
including familiarity with the scientific method, information literacy, statistical data
analysis, hypothesis formulation and conceptual modeling, research project design and
working collaboratively. [Consistent with LEAP objective targeting “Intellectual and
Practical Skills”]
Be conversant in the theoretical and applied concepts in the humanities and social
sciences, and the interdisciplinary connections between these subjects and the natural
sciences, in order to understand and solve environmental issues. [Consistent with LEAP
objective targeting “Knowledge of Human Cultures and the Physical and Natural World”]
Recognize the interconnectedness and interdependence of political, economic, and social
complexities inherent in environmental problem solving, and demonstrate the ability to
apply this interdisciplinary training to environmental problems of local, regional, national,
or global significance. [Consistent with LEAP objectives targeting “Integrative Learning”]
Understand the role of individuals and participate in the creation of solutions for
environmental problems. [Consistent with LEAP objectives targeting “Personal and Social
Responsibility”]
Participate in engaged inquiry as a means of connecting classroom learning to real-world
environmental problem solving and establishing the skills needed for life-long learning.
[Consistent with LEAP objectives targeting “Personal and Social Responsibility” and
“Integrative Learning”]
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Environmental Studies 010 – Example Syllabus
1. Course Information
Course Title: Life on a Changing Planet
Course Code: ENVS 010
2. Course Description/Overview
The purpose of this course is to give you the skills and knowledge necessary to critically examine
biological and environmental issues. Living systems are in a constant state of change, both as a result of
natural processes and human activities. The course materials emphasize the understanding of basic
biological concepts and use of the scientific method to evaluate and analyze data and viewpoints that are
often conflicting or incomplete, as they can often be in real life.
Students will use life science information and concepts to analyze current environmental issues, research,
and policy using a series of relevant case studies developed by university instructors throughout the
United States. In class lectures, films, discussions, and role-playing assignments we will investigate,
critique, and compare scientific findings with public policy and perceptions.
This course is, at its heart, a biology course. What makes it different is its emphasis on environmental
issues. These two subject areas are closely linked, though rarely taught together. By presenting this
information together it is my hope that when you encounter biological issues in the future you will not fail
to see the ecological ramifications.
General Education Content Objectives and Student Learning Objectives
Content Objectives: This class is a Category B2 General Education course and, as such, students will
develop and demonstrate the following objectives:
1) Gain a basic understanding of the structures and processes of living systems;
2) Learn about the scientific method and how the body of scientific knowledge advances;
3) Gain experience with the testable frameworks and the qualitative and quantitative methods scientists
use to collect data;
4) Develop tools to critically analyze controversial scientific issues from a life scientist’s perspective;
5) Acquire an understanding of the interrelationships between science, economics, ethics, and policy in
environmental decision-making by society;
6) Develop an understanding of how and to what extent human activities are affecting the earth’s living
systems.
Student Learning Objectives:
1) Students should be able to use the methods of science and knowledge derived from current scientific
inquiry in life or physical science to question existing explanations.
2) Students should be able to demonstrate ways in which science influences and is influenced by complex
societies, including political and moral issues.
3) Students should be able to use the methods of science, in which quantitative, analytical reasoning
techniques are used.
Demo Syllabus, Adapted by R. Cox, 8/3/09
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3. Course Requirements
The exams and assignments are designed to help you learn the course material and acquire the skills to
analyze issues. The written assignments are designed as a mechanism for you to develop skills for
evaluating, analyzing, and expressing solutions to environmental issues.
Example: Assignment 1: Calculate Your Carbon Footprint
A carbon footprint is a measure of the impact our activities have on the environment, and in particular
climate change. It relates to the amount of greenhouse gases produced in our day-to-day lives through
burning fossil fuels for electricity, heating and transportation etc. Inevitably, in going about our daily lives
— commuting, sheltering our families, eating — each of us contributes to the greenhouse gas emissions
that are causing climate change. Yet, there are many things each of us, as individuals, can do to reduce
our carbon emissions. The choices we make in our homes, our travel, the food we eat, and what we buy
and throw away all influence our carbon footprint and can help ensure a stable climate for future
generations.
In this assignment, you will visit: http://www.earthday.net/footprint/ and take the online quiz to
determine your footprint. Write an executive summary of your findings, with at least 3 suggestions for
improving your footprint status (2 pages).
You will also write a mini-report (2-3 pages) about an organization working on climate change issues,
with attention to activities, outreach, education, and policy development.
Demo Syllabus, Adapted by R. Cox, 8/3/09