Institutional Educational Objectives

Mission Statement

Pepperdine University is a Christian university committed to the highest standards of academic excellence and Christian values, where students are strengthened for lives of purpose, service, and leadership.

Institutional Educational Objectives

Each commitment is evaluated and implemented through the lens of the institutional values. All components are represented in both the learning environment and the student learning outcomes.

LEARNING OUTCOMES

• IEOs
• Program Learning Outcomes
• Writing SLOs
• SLOs in Course Syllabi
• SLOs Evidence
• Assessment Tools
• Assessment Grant

Learning Environment

The Learning Environment is the setting in which students are engaged. Following the model of the Institutional Educational Objectives, the environment is described by showing the initiatives that emerge from each core commitment (derived from the University Strategic Plan) combined with a specific institutional value (purpose, service, leadership). For example, the box which shows the intersection of "Knowledge & Scholarship" and "Purpose" indicates a particular institutional objective, in this case, one "promot[ing] a vibrant, intellectual life that cherishes the liberal arts and graduate/professional education." Astin's (1991) "inputs-environments-outcomes" college impact model provides a framework for understanding the learning environment. The ability of an institution to understand students at the point of enrollment and at the time of graduation (and postgraduation) provides an opportunity to measure growth that is associated with the educational environment. This environment is designed to facilitate the Student Learning Outcomes listed below. The University's learning environment will:

Student Learning Outcomes

Student Learning Outcomes are measurable expectations that are formed from the model of the Institutional Educational Objectives (formed by core commitments from the Strategic Plan and institutional values of purpose, service, and leadership). Outcomes-based assessment allows the institution to measure the impact of their educational environment. In Astin's (1991) college impact model, outputs or outcomes are functions of two factors including inputs and the learning environment. The outcomes listed below will be measured at various points during the educational experience, at graduation, and post-graduation. The degree to which outcome expectations are achieved shapes planning and resource allocation within the learning environment. A culture of assessment enhances the ability to meet the changing needs of students who will encounter challenges that have not yet been discovered. The SLOs in the matrix below can be thought of by using the precursor, "Pepperdine graduates and alumni will be able to:"