Performance Indicators for Essential Learning Outcomes

Performance indicators are those features of each of the Essential Learning Outcomes that make for success in that outcome. They can be thought of as subskills of the outcome or criteria by which the outcome is evaluated. It’s unlikely that any course, unless it is solely focused on one ELO, will cover all of the performance indicators for that ELO, but it is possible to cover many or even most of the indicators in a course. The main uses of the indicators is that they define the ELO and help a teacher see what must be practiced in order to become good at the ELO.

1. Development of consciousness

Students display improvements in perception, thinking, feeling, and overall growth of consciousness. Specifically, students . . .

• Practice the Transcendental Meditation program (and optionally the TM-Sidhi and other Maharishi technologies for the development of consciousness) program regularly
• Can recognize the indicators of correct meditation practice
• Can experience and identify predicted results of their practice of Transcendental Meditation in activity
• Can explain and demonstrate intellectual understanding of basic principles of the Science of Consciousness

We assess this outcome through objective indicators of growth of consciousness, such as brain integration, ego development, and field independence, as well as indirect measures such as attendance in supervised group program and number of checkings. It is also formally assessed in the context of “checking” of a person’s Transcendental Meditation practice and informally assessed through discussion of personal experiences in the context of residence courses or regular academic classes.

2. Health

Students develop and practice habits of living that ensure optimal physical and mental health throughout life, including

• Getting adequate sleep
• Choosing a healthy diet
• Engaging in regular physical activity and exercise
• Practicing Transcendental Meditation regularly

We measure this outcome with the Behavioral Risk Factor Surveillance System (BRFSS) developed by the Centers For Disease Control.

3. Holistic thinking

Students can apply unifying principles within and across disciplines to synthesize ideas, integrate divergent perspectives, and understand what they have learned in light of their own consciousness. Specifically, students . . .

• Identify broad interdisciplinary principles within and across disciplines
• Use these principles to integrate what they have learned with their own experience and to life as a whole
• Transfer their learning in one setting to another
• Reflect on and assess their own learning and growth

We measure this outcome through evaluation of student work in terms of a faculty-developed rubric of holistic thinking.

4. Creativity

Students can synthesize existing ideas, images, or expertise in original, imaginative ways characterized by innovation, divergent thinking, and risk taking. Specifically, students can . . .

• Acquire domain-specific creative skills and strategies
• Embrace contradictions and expand or break personal boundaries
• Think innovatively and solve problems
• Connect, synthesize, or transform ideas or solutions

We measure this outcome in terms of  the AACU rubric for creative thinking.

5. Critical thinking and information literacy

Students can evaluate a thesis based on logic, reliable evidence, ethical values, and openness to alternative assumptions and points of view. They are able to . . .

• Describe and interpret evidence and sources in context
• Examine issues using disciplinary or interdisciplinary principles
• Construct arguments based on reasons, evidence, examples, and explicit assumptions
• Discuss and integrate opposing perspectives
• Propose solutions with ethical implications in mind

We measure this outcome in standardized tests of critical thinking or using faculty-developed profile, including a 10-point rubric.

 6. Communication — Listen actively and communicate effectively in speech, text, and visual or other media

• Listen receptively to understand and appreciate another’s perspective
• Deliver message effectively for context, content, and audience
• Clearly articulate and support a central message
• Choose appropriate genre, disciplinary and organizational patterns
• Use appropriate language including syntax and mechanics

 We measure this outcome is measured in student written, spoken, or visual, or multimedia presentations using rubrics that are appropriate to the media being used, for example the Knowledge Fair rubrics or the; AACU rubric for written communication.

7. Problem solving

Students can design and implement strategies to answer open-ended questions or achieve  desired goals. They can . . .

• Define problems in context
• Identify potential solutions and their consequences
• Implement solutions and evaluate the outcomes

We measure this outcome in terms of the AACU rubric for problem-solving.

 8. Teamwork and leadership

Students can work effectively in groups, taking leadership roles where appropriate

Students will be able to . . .

• Prepare fully and contribute actively to group meetings.
• Complete assigned tasks through consultation with other team members
• Foster a constructive team climate and facilitate members’ contributions
• Resolve conflict effectively
• Guide groups to achieve a goal with integrity, spirit, and respect

We measure this outcome in terms of a faculty-modified version of the teamwork rubric of the AACU.

9. Local and global citizenship

Grounded in a global perspective, students will be able to act effectively to address local economic, cultural, social, and environmental challenges. Students will be able to . . .

• Display the values and attitudes characterizing agents of positive change
• Understand current global and national challenges and how these challenges are expressed locally
• Understand where, why, and how to take action toward positive change
• See whole systems, envision desired futures, collaborate across boundaries, and interact meaningfully with other cultures to address significant global problems

We measure this outcome in terms of a faculty-modified version of the AACU global learning rubric.