Resource Center and Instructions
This page was designed to provide faculty with a variety of resources aimed at improving
their course's chances at an expedited approval when going through the GEC-to-GEF
course change in the Registrar's
Course Inventory Management system (CIM). The resources represent areas that
are regularly found as deficient in the Faculty Senate GEF Committee review process.
At any point in the process of reviewing a course's learning outcomes, assessment techniques, or preparing the CIM form for submission, assistance or consultation can be requested from the Teaching and Learning Commons.
Step-by-step guide for submitting GEC-to-GEF course change request in CIM
2. LEAP Essential Learning Outcomes and Value rubrics
3. Guide to writing powerful outcomes that work
4. List of verbs for writing outcomes arranged by Bloom's taxonomy
5. Guide to describing assessment techniques
6. Guide to alignment between learning outcomes and assessments
7. Request for Assistance/Consultation from the Teaching and Learning Commons
For those faculty seeking to submit their GEC-to-GEF course changes in CIM to the
Faculty Senate GEF Committee for review, the following is a
step-by-step guide for navigating the assigned areas in CIM: or view the following
For all faculty seeking to transition their course from the GEC to the GEF in CIM,
once you have entered all the information as described in the guide above,
do NOT hit the green 'Submit to Workflow' Button. Instead,
Note: If you receive an 'Out of Synch' message for your course that prevents you
from editing the course in CIM, contact
Sean McGowan in the Registrar's Office for assistance. You may also be unable
to edit the course if the course is already in CIM workflow for other changes.
Once the course has completed workflow, it will again be open for edits.
The Faculty Senate GEF Committee also recommends reviewing the following document which gives detailed guidance about answering the GEF prompts at the end of the CIM form.
As described on the
GEF Assessment Plan page, one of the most crucial steps in assuring GEF program-level
assessment is the alignment of a particular GEF course with one-and-only-one
LEAP Essential Learning Outcome and an accompanying
For the GEC-to-GEF course change, all faculty must do is select a LEAP Essential
Learning Outcome that they want their course to be associated with. Further instruction
about actual assessment practices will be provided to the relevant group of GEF
faculty at the time when their associated LEAP Essential Learning Outcome is being
One of the most common areas for which course changes are rolled back to faculty
for further revision are their course learning outcomes/objectives. Effective learning
outcomes are those that are both clear and measurable. Faculty are encouraged to
review their course learning outcomes before submitting the course change request.
As noted above, one of the most persistent areas of weakness in course review is
the crafting of clear and measurable course learning objectives/outcomes that
are also associated with the appropriate level of learning. Bloom's taxonomy
of learning and its associated verbs is one useful tool in crafting measurable
outcomes that is also easy to navigate.
Bloom's basic chart of verbs arranged by the level/type of learning.
Complex chart that arranges the levels/types of learning, verbs, and associated learning activities into a polygon.
One area of course syllabi that is often found lacking is the specific description
of assessment types that are used within a course. Faculty are encouraged to
provide as much information as possible about the
assessments within a course. The
Summary of 50 Course Assessment Techniques is a potential resource for faculty
struggling with finding either innovative methods of assessment or appropriate
terminology in describing their assessments. Additional information and examples
can be found at the
University of Illinois' Center for Innovation in Teaching and Learning,
Vanderbilt University's Center for Teaching, and the
University of Michigan's Center for Research on Teaching and Learning.
- Weak example: This course will use a combination of tests and essays to assess student performance.
- Strong example: This course will use multiple choice and short answer tests to
assure declarative level knowledge for course content. It will also use
a series of short problem-solution essays that are evaluated primarily for
apply course knowledge in
proposing solutions to contemporary concerns within the field.
- Italicized language in the strong example was adapted from the resources in Bloom's taxonomy above
One of the most frequent issues seen in courses across the university system in
all modalities is the alignment between learning outcomes and assessments. The
basic idea is to provide a clear explanation for how particular assessments and
assessment techniques directly support course learning outcomes and the associated
LEAP Essential Learning Outcome.
Quality Matters has several
instructional design standards that indicate one potential framework for
the evaluation of alignment.
This is an
example for creating detailed alignment from course units to course learning
outcomes to assignments/assessments and activities, Faculty are NOT expected
to map out there course to this level of specificity but the example demonstrates
how assignments and outcomes can be linked.
At any point in the process of reviewing a course's learning outcomes, assessment
techniques, or preparing the CIM form for submission,
assistance or consultation can be requested from the Teaching and Learning