| Goals
FAQs
Q:
Why is it necessary for our program to identify goals?
A:
Collectively, the goals describe the general purpose of the
program. They represent long-term targets of what has to be
done in order for the mission to be accomplished.
Q:
What are the characteristics of a well written goal?
A:
Goals are broad statements of intent and reveal things that
must be accomplished to achieve the mission.
Examples
of goals for students:
-
Develop sophistication in their abilities and understanding
of scientific inquiry.
- Demonstrate
effective communication skills.
- Demonstrate
knowledge of basic chemistry and physics.
Resources:
Q:
How can we make sure our goals are aligned with the mission?
A: Check to see that the goals for each course are designed
to contribute to the achievement of the mission when courses
are developed or revised.
Q:
How can we determine if our goals are sequenced properly?
A:
Program goals should be organized from simple to complex and
become more sophisticated from entry to exit levels. One way
to make sure this happens is to develop a matrix that shows
all courses in the program, along with the goals to be achieved
in each. Once on paper—and displayed level by level--the
goals can be examined to ensure that the sequence is proper.
Example:
| Freshman
Year |
Sophomore
Year |
Junior
Year |
Senior
Year |
| Course
1 |
Course
1 |
|
|
| Goal
A: |
Goal
A: |
|
|
| Goal
B: |
Goal
B: |
|
|
| Course
2 |
Course
2 |
|
|
| Goal
A: |
Goal
A: |
|
|
| Goal
B: |
Goal
B: |
|
|
Q:
How can we make sure that the goals are addressed by faculty
and students?
A:
(1) Make sure that the goals for each course are included
in all course outlines and syllabi. (2) Select a mentor for
each course and let that individual discuss the goals with
new faculty and adjuncts assigned to teach the same course.
|
