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CAP Faculty Resources
- Addressing CAP Student Learning Outcomes
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- CAP and Catholic Intellectual Tradition
- CAP Networking Group on Porches
- Related Readings
Addressing CAP Student Learning Outcomes
This is the first in a series of brief articles offering faculty the opportunity to (1) explain how they address one or more of the CAP Student Learning Outcomes (SLOs) in a class they teach and (2) share their course material with colleagues. This inaugural installment describes how I address one SLO—vocation—in English 200.
English 200 is a relatively new course open only to students who have attained at least sophomore status. Every section of English 200 explores one instructor-chosen theme. While specific readings and assignments will vary from section to section of the course, every section must meet the same set of course goals. The primary aim of the course is to help students learn how to produce research-based, rhetorically effective academic arguments that explore topics from at least three disciplinary perspectives.
When I teach English 200, I build the course around the theme of vocation. Through a series of writing assignments, class discussions, and group projects, students in the course develop their own understanding of vocation, work to discern their particular calling, and explore how best to employ their gifts, skills, and talents in the service of others.
~Steve Wilhoit, Ph.D., English
We invite all faculty to share syllabi and/or assessment practices -- send them to CAP@udayton.edu.
Request CAP Course or Co-Curricular Experience
If your department is working on the Course of Study curriculum mapping for the CAP, you may discover areas where you need to find courses or co-curricular experiences to meet student learning outcomes or CAP components. We encourage you to dialogue with colleagues in other departments to find solutions, but also ask you to let us know your needs. This will enable us to collect and identify similar requests across varied departments for a more concerted effort in facilitating communication about courses you need for your students.
CAP Document Reference Binder
Looking for CAP documentation? The CAP Document Reference Binder is your one-stop shopping destination for everything CAP. Whether you want to know how it all began (Academic Senate Document) or you would like to see a particular CAP Working Group report...it's in there!
CAP and Catholic Intellectual Tradition
Need resources for building the Catholic Intellectual Tradition into your CAP Courses or to address specific Student Learning Outcomes?
Two excellent resources are available.
- Common Themes in the Mission and Identity of the University of Dayton>>
- Teaching the Tradition: Catholic Themes in Academic Disciplines>>
CAP Networking on Porches
What you can accomplish in the CAP Networking Group on Porches
A group named CAP Networking is available in Porches. There you can find other individuals at UD who have common interests with regard to course development focusing on specific topics/content. You can initiate and/or participate in discussions with other individuals at UD about potential collaborations.
Instruction for adding “CAP Networking” Group on Porches
1. Log onto Porches at porches.udayton.edu
2. Click “Groups” in the upper right corner
3. Click “Groups” index tab
4. Under Group Search, insert “CAP Networking”
5. Click “CAP Networking”
6. Click “Join Group”
7. Check off “I have read and understood the school’s policy on Group Membership under Required Information”
8. Click “Join”
Logging into the Porches Group after you are a Member
1. Log onto porches at porches.udayton.edu
2. Click “Groups” in the upper right corner
3. Click “CAP Networking”
4. Post, read and collaborate!
Ambrose, S.A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass, 2010.
Hutchings, P., Huber, M. T., & Ciccone, A. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. San Francisco, CA: Jossey-Bass, 2011.
Klein, J. T. Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability. San Francisco, CA: Jossey-Bass, 2010.
Wehlburg, C. M. Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data. San Francisco, CA: Jossey-Bass, 2006.
Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. San Francisco, CA: Jossey-Bass, 2002.
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