Learning Outcomes

University Learning Goals (ULG)

Specialized Knowledge
Mastered the depth of knowledge required for a degree, as identified by its program learning outcomes.
Broad Integrative Knowledge
Mastery in each step of an investigative, creative or practical project (i.e. brainstorming, planning, formulating hypotheses or complex questions, designing, creating, completing, and communicating).
An understanding of the implications of results or findings from a particular work in a societal context (i.e. social or economic implications of a scientific finding).
Students graduating with a baccalaureate degree will have demonstrated an understanding of critical components of broad academic areas, the arts, humanities, social sciences, and sciences and their integration.
Intellectual Skills
Fluency in the use of specific theories, tools, technology and graphical representation.
Skills and abilities necessary for life-long learning: critical and creative thinking, effective communication, conscientious information gathering and processing, mastery of quantitative methodologies, and the ability to engage effectively in collaborative activities.
Applied Knowledge
The ability to integrate theory, practice, and problem-solving to address practical issues.
The ability to apply their knowledge and skills to new settings or in addressing complex problems.
The ability to work productively as individuals and in groups.
Social and Global Responsibilities
The ability to act intentionally and ethically to address a global or local problem in an informed manner with a multicultural and historical perspective and a clear understanding of societal and civic responsibilities.
Diverse and global perspectives through engagement with the multidimensional SJSU community.


Program Learning Outcomes (PLO)

The Accessible Education Center (AEC) has maintained its process of ascertaining students’ skill sets with respect to students’ knowledge of their disability and accompanying functional limitations by way of the Interactive Process. The Interactive Process is the collaborative process by which a student and AEC professional counselor engage in discussion, review, and/or implementation of reasonable and appropriate academic accommodations.  Moreover, the interactive process is an ongoing process as the student’s disability and curriculum requirements change each academic semester. Please see AEC’s annual Learning Outcome Reports for statistical findings.

Upon first registering with the AEC, new or existing University students completed the following two questions on the AEC Confidential Student Intake Form which correlated to LO #1 and #2 respectively:

  1. “What is the name of your disability(ies)? If the specific name of your disability is not coming to mind, simply explain what the disability is in a few words.

    • Student can name his/her specific disability with ease. (maps to Applied Knowledge)
    • Student can describe his/her specific disability with ease (e.g. student can provide one to three characteristics/symptoms of the diagnosed disability). (maps to Intellectual Skills and/or Applied Knowledge)
    • Student can articulate (through concrete examples) how the effects of his/her disability impact the student in an academic setting. (maps to Broad Integrative Knowledge, Intellectual Skills, and/or Applied Knowledge)
    • Student can communicate to others (including professors) the ways that the functional limitations of his/her disability impact the student in an academic setting. (maps to ULOs Broad Integrative Knowledge, Intellectual Skills, Applied Knowledge, and/or Social and Global Responsibilities)
  2. “Provide at least one example of how your disability(ies) impacts you in your daily activities (i.e., in the classroom, studying, talking tests, reading, etc.).” 

    • Student understands the impact of the functional limitations of his/her disability on specific curriculum requirements and can determine reasonable accommodations. (maps to Broad Integrative Knowledge and/or Applied Knowledge)
    • Student can communicate to professors the need for curriculum-related accommodations. (maps to ULOs Specialized Knowledge, Broad Integrative Knowledge, Intellectual Skills, and/or Applied Knowledge)