Every graduate course, stand-alone or cross-listed, must have (1) Its own syllabus. Where graduate level and undergraduate level courses are cross-listed, the graduate level "half" of the course must have its own syllabus. It is not sufficient that the one grad-and-undergrad-cross-listed course have a single syllabus.
(2) A syllabus that describes a course progressively more advanced in academic content than undergraduate programs.
(3) A syllabus that describes a course that contributes to meeting the mission and goals of the program of which it is part.
Dr. Paula Krist at the University of Central Florida asks her faculty to think "SMART" when writing student learning compacts:
Specific — clear and definite terms describing expected abilities, knowledge, values, attitudes and performance Measurable — it is feasible to get the data; data are accurate and reliable; it can be assessed in more than one way Aggressive and Attainable — the compact has the potential to move the program or department forward Results-oriented — describe what standards are expected from students Time-bound — describe a specified time period for accomplishing the compact
Two principles that must be addressed:
These two principles are perhaps better thought of as arching over the entire program, but it is important that a program's Mission Statement and Academic Learning Compacts captured the two.
For those graduate programs that do not have discipline-specific accreditation, an "embedded assessment approach" focused on whatever capstone products the program generates (such as thesis, dissertations, comprehensive examinations, and portfolios) is recommended.
The faculty members charged with guiding and reviewing these capstone products can develop rubrics based on their program's GALC statements. These rubrics can be completed by these faculty members — for instance, a thesis committee — at the time of the products' review and evaluation.
For those graduate programs lacking both discipline-specific accreditation and capstone experiences, these programs should work with the university's assessment officer on the development of an assessment strategy that meets their needs and that the program faculty find meaningful and useful.
Links to each program's graduate learning compacts can be found by clicking on the appropriate link below.
Brooks College of Health
Coggin College of Business
College of Arts and Sciences
College of Computing, Engineering, and Construction
College of Education and Human Services
GALC Memo 11/23/10 (PDF)
GALC Template (Word)
GALC Curriculum Map (Word)
GALC Rubric (Word)
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