Teaching and Assessment Resources

A clear, inclusive and student-centered syllabus sets the tone for your course. Use the guidance and recommended statements below to align with university policy, support student success and promote transparency.

Course Syllabus Policy

Faculty are responsible for developing and distributing a syllabus that aligns with university policy and clearly communicates:

• Course expectations
• Learning outcomes
• Assignment and grading practices
• Student support resources

Consult the university’s syllabus policy for current requirements.

Creating and Improving Your Syllabus

A learner-centered syllabus strengthens engagement and clarifies expectations. When reviewing or revising your syllabus, consider:

• Including a rubric or criteria for evaluating major assignments
• Clearly explaining the purpose of assignments and how they align with learning outcomes
• Making implicit expectations explicit
• Using welcoming, inclusive language

A strong syllabus helps students understand not only what they are expected to do, but why the work matters.

Learning Outcomes

In addition to course-specific learning outcomes, syllabi should reference relevant institutional learning outcomes, such as:

• General Education Learning Outcomes (if applicable)
• Major Learning Outcomes
• Undergraduate Learning Outcomes

Clear alignment helps students see how your course contributes to their academic, professional and personal development.

Recommended Syllabus Statements

The following statements may be included or adapted for your syllabus.

Holistic Wellness, Learning and Engagement

“Cal State Monterey Bay embraces a holistic approach to wellness, learning and engagement. Students may need support with tutoring, accessibility accommodations, financial challenges, mental health or other services during their academic journey.”

Encourage students to seek support early and to connect with campus resources that promote physical, mental, emotional and academic well-being.

Academic Integrity

“Academic dishonesty includes cheating, fabrication, plagiarism and collusion. When concerns arise, faculty will follow university procedures. Students found responsible for academic misconduct are subject to appropriate sanctions.”

Academic integrity is central to an education at Cal State Monterey Bay. Scholastic honesty is a shared responsibility among students and faculty.

Academic Support Services

Students are encouraged to seek academic support if they are experiencing difficulty in a course.

Campus support services provide:

• One-on-one academic support
• Peer mentoring
• Study skills development
• Supplemental instruction

Referring students to support services early can help them stay on track and succeed.

Collection of Student Work for Assessment

To maintain high-quality academic programs and meet accreditation standards, the university periodically evaluates samples of student work to assess achievement of learning outcomes.

Designated assignments may be collected for assessment purposes. Student and instructor names do not appear in assessment results, and assessment outcomes do not affect grades, evaluations or employment decisions.

Tutoring and Collaborative Learning Support

Campus tutoring services are available to all students at no cost.

Support areas may include:

• Science and mathematics
• Writing and academic reading
• Languages
• Technology and digital tools
• English language development

These services promote collaborative learning and help students build independence and confidence.

Visit the Cooperative Learning Center.

Disability Accommodations

Students with disabilities are encouraged to contact the campus office responsible for accessibility services to discuss accommodation needs.

Recommended Syllabus Statement

“If you have a disability that may impact your performance in this course, please contact the Student Disability and Accessibility Center as soon as possible to discuss accommodations. Once accommodations are authorized, please meet with the instructor to review them.”

Learn more about Academic Accommodations.

Discrimination, Harassment and Title IX

Cal State Monterey Bay is committed to maintaining a learning environment free from discrimination, harassment, sexual misconduct, dating and domestic violence and stalking.

Students who experience or witness discrimination or misconduct are encouraged to report concerns to the appropriate campus office or seek confidential support services. Faculty and staff (with limited exceptions) are required to report known incidents in accordance with university policy.

Report concerning behavior.

Student Communication

University email is the official means of communication between the university and students, including for course-related updates.

Students are expected to check their university email regularly for important information.

Student Veterans and Active-Duty Personnel

Faculty are encouraged to include a statement welcoming communication from veterans and active-duty military personnel who may have specific circumstances, such as deployments or service-related obligations, that impact coursework.

Early communication supports flexibility and student success.

Technology Expectations and Support

Many courses require students to use digital tools for research, analysis, collaboration and presentation.

Faculty should clearly outline:

• Required technologies
• Expected technology skills
• Available support resources

Students are responsible for developing the necessary technology skills to complete course assignments. Campus support services are available to assist.

Example Technology Outcomes

Learning Outcome: Organize and analyze data
Example Skills: Create spreadsheets, import data files, sort datasets and generate charts.

Learning Outcome: Create persuasive digital presentations
Example Skills: Design structured presentations, embed media and deliver content using collaboration tools.

Wellness Resources

Wellness is foundational to student success. Students may encounter challenges that affect academic performance and daily life.

Encourage students to connect with campus health and wellness services to support their physical, mental, emotional and academic well-being.

Learn more about health and wellness services on campus.

Cal State Monterey Bay’s Undergraduate Learning Outcomes (ULOs) are strengthened through shared conversations about teaching, learning and student achievement. Assignment guides, rubrics and threshold concepts support those conversations by providing practical tools that help faculty design meaningful learning experiences and assess student work with clarity and consistency.

These resources were developed by interdisciplinary faculty teams in response to institution-level assessment of student work. They are intended to support continuous improvement and align teaching, learning and assessment across courses and programs.

Faculty and campus educators can use these tools to:

• Support student achievement of course, program and institutional learning outcomes
• Develop a shared understanding of CSUMB’s Undergraduate Learning Outcomes
• Help students apply and transfer learning across courses and contexts
• Clarify expectations for assignments and performance
• Streamline assessment and grading practices

Undergraduate Learning Outcomes

ULO 1: Intellectual Skills

Critical Thinking

Guides and rubrics support the design of assignments that foster analysis, evaluation, synthesis and reasoned judgment.

Information Literacy

Resources focus on engaging with sources, synthesizing information, ethical use of information and research-based inquiry.

Written Communication

Tools support the development of purposeful, audience-aware and well-organized writing integrated with critical thinking and information literacy.

Oral Communication

Guides and rubrics emphasize clear, effective and responsible oral presentation across contexts.

Quantitative Reasoning

Resources support the interpretation, analysis and communication of quantitative information, often integrated with critical thinking and information literacy.

ULO 2: Personal, Professional and Social Responsibility

Guides and rubrics support student development in ethical reasoning, civic engagement, intercultural competence and professional responsibility.

ULO 3: Integrative Knowledge

Resources help faculty design assignments that encourage students to connect knowledge across disciplines, experiences and contexts.

ULO 4: Specialized Knowledge

Specialized Knowledge reflects each program’s Major Learning Outcomes (MLOs). Programs define, assess and refine these outcomes within their disciplinary context. Faculty associates for assessment within each college provide support for program-level assessment.

How to Use These Tools

Assignment Guides

Assignment guides offer reflective prompts to help instructors design or revise assignments. They encourage transparency by clarifying purpose, task and evaluation criteria, helping students understand how to demonstrate their learning.

These guides are not prescriptive. Instructors may adapt them to fit course level, disciplinary expectations and student needs.

Rubrics

The ULO rubrics describe the development of proficiency across an undergraduate program. They can be used to:

• Assess course and program learning outcomes
  
• Inform program- and institution-level assessment
  
• Guide the creation or revision of course-level grading rubrics
  

Faculty are encouraged to adapt rubric language and criteria to reflect the specific goals of their courses and programs.

Rubric Guides

Rubric guides provide shared definitions of key terms and clarify distinctions among levels of performance. They support consistent interpretation of expectations and can be used in professional development, norming sessions and collaborative assessment work.

Threshold Concepts

Threshold concepts highlight common areas where students struggle and suggest instructional approaches that help students move through conceptual barriers. These concepts can inform assignment design, scaffolding strategies and classroom activities.

Development and Continuous Improvement

The assignment guides and rubrics were developed collaboratively by ULO Coordinators, Assessment Scholars and faculty leaders in response to institutional assessment findings. A key insight from this work was the importance of aligning assignment prompts with assessment criteria to ensure students have clear opportunities to demonstrate proficiency.

These tools are designed to evolve. Faculty are encouraged to adapt, refine and expand them to meet disciplinary needs and support equitable student success.

Adapting Rubrics for Grading

While the rubrics describe developmental progression across an undergraduate program, they can be adapted for course-level grading. Instructors should clearly communicate how rubric criteria translate into course grades and adjust expectations based on course level and learning goals.

Courses and programs may also include additional outcomes and criteria beyond those reflected in the ULO rubrics.

Collaboration and Support

The guides and rubrics are most effective when used collaboratively. Faculty can use them to:

• Peer review assignments and learning activities
• Align course- and program-level outcomes
• Facilitate professional development and assessment discussions

Support is available through Teaching, Learning and Assessment (TLA) and the ULO Coordinators. Faculty and campus educators are encouraged to seek consultation for assignment design, rubric development, program assessment alignment or workshop facilitation.

Together, these resources strengthen a shared commitment to inclusive, transparent and transformative learning at Cal State Monterey Bay.

Undergraduate Learning Outcomes Assessment

Cal State Monterey Bay’s Undergraduate Learning Outcomes (ULOs) articulate the knowledge, skills and abilities students are expected to demonstrate upon graduation. These outcomes reflect the university’s commitment to student-centered, inclusive and transformative learning.

ULO Coordinators and Faculty Scholars conduct regular assessments to evaluate student achievement across the outcomes and to support continuous improvement in teaching and learning. Assessment findings help faculty refine curriculum, strengthen instructional practices and enhance student success.

The Undergraduate Learning Outcomes include:

• Written Communication
• Oral Communication
• Information Literacy
• Critical Thinking
• Quantitative Reasoning
• Personal, Professional and Social Responsibility
• Integrative Knowledge

Assessment reports are developed on a rotating basis and may focus on specific student populations, courses or institutional priorities. These reports provide insights into student learning trends, effective practices and opportunities for growth.

Faculty and staff may request access to current and archived ULO assessment reports and related resources through the Office of Institutional Assessment and Research.

Program Assessment Reports

Academic programs conduct ongoing assessment to evaluate student learning within their majors and degree pathways. Program assessment reports document learning goals, methods, findings and action plans for improvement.

Reports are maintained by individual programs and are available through their respective assessment sites.

Accreditation Reports

Cal State Monterey Bay participates in regional accreditation and other external review processes to ensure academic quality, accountability and continuous improvement. Accreditation reports summarize institutional effectiveness, student learning outcomes and compliance with accreditation standards.

Information about accreditation and related documentation is available through the university’s accreditation resources.

Assessment is most meaningful when results lead to reflection, dialogue and action. At Cal State Monterey Bay, using assessment results — often described as “closing the loop” — is a core part of our commitment to continuous improvement and student success.

Learning outcomes are only as strong as the conversations and changes they inspire.

Guiding Principles

Our approach to using assessment results is grounded in collaboration, transparency and equity.

• Assessment is done with, not to, faculty and students. The process is collaborative and focused on improvement, not evaluation of individuals.
• Responses are evidence-informed. Decisions are guided by assessment findings and professional judgment.
• Improvement happens at multiple levels. Changes may occur at the course, program or institutional level.
• Student learning is the focus. Actions are designed to enhance learning outcomes.
• Equity matters. Responses aim to reach all students and ensure equitable access to high-quality learning experiences.

Closing the loop is an ongoing, collaborative process. By using assessment results thoughtfully and intentionally, Cal State Monterey Bay strengthens student learning and advances its commitment to inclusive, high-quality education.

Framework for Closing the Loop

Using assessment results typically follows a structured, reflective process.

1. Identify Opportunities for Improvement

Review assessment findings to determine where student learning can be strengthened. Look for patterns, strengths and areas of challenge across courses or programs.

2. Generate Improvement Strategies

Collaboratively develop ideas for enhancing student achievement. Consider multiple areas of influence, such as:

• Student support and preparation
• Clarity and alignment of learning outcomes
• Curriculum design and sequencing
• Pedagogy and instructional strategies
• Assessment tools and alignment
• Connections to disciplinary, professional or community contexts

Including student perspectives can deepen insight and improve relevance.

3. Develop a Strategic Plan

Prioritize actions based on feasibility and potential impact. Clarify roles, timelines and measures of success. Align planned changes with program and institutional goals.

4. Implement Changes

Put selected strategies into practice. This may include revising assignments, refining rubrics, adjusting course sequencing, strengthening student support or offering professional development.

5. Reassess and Reflect

Determine whether implemented changes led to improvement.

Use both:

• Direct evidence (e.g., student work, rubric scores)
• Indirect evidence (e.g., surveys, reflections, feedback from faculty and students)

The goal is informed decision-making and ongoing refinement — not proving causation beyond doubt, but using available evidence to guide improvement.

ULO Leadership

Undergraduate Learning Outcomes (ULOs) articulate the knowledge, skills and abilities students are expected to demonstrate upon graduation. ULO Coordinators and Scholars support institution-level assessment and continuous improvement efforts.

Their work includes:

• Planning and facilitating institution-level ULO assessment projects
• Preparing assessment reports that highlight findings and opportunities
• Supporting strategies to improve student achievement of the ULOs
• Designing and facilitating professional development
• Assisting programs in aligning program-level assessment with institutional outcomes
• Promoting shared use of assignment guides and rubrics

ULO Scholars Program

The ULO Scholars Program advances faculty expertise in teaching, learning and assessment. Scholars collaborate on assessment initiatives and help foster a culture of evidence-informed improvement across campus.

Faculty Support and Resources

Faculty and campus educators have access to tools and professional development opportunities that support meaningful use of assessment results, including:

• Assignment design frameworks
• ULO assignment guides and rubrics
• Rubric development and alignment support
• Workshops and consultation on curriculum and assessment

These resources are designed to help educators create transparent, aligned and engaging learning experiences that support student achievement.

Professional development is a central component of Cal State Monterey Bay’s commitment to high-quality, student-centered teaching and continuous improvement. Through collaboration with campus partners, the Center for Teaching, Learning and Assessment (TLA) supports faculty and staff in strengthening teaching practices, advancing equitable learning environments and aligning curriculum with learning outcomes.

Through these initiatives, Cal State Monterey Bay advances inclusive, innovative and reflective teaching practices that strengthen student learning and success.

Focus Areas

Culturally Responsive Teaching and Assessment

Inclusive teaching practices foster belonging, academic rigor and equitable student success. Professional development in this area supports faculty in implementing culturally responsive and culturally sustaining pedagogies that affirm students’ linguistic, cultural and lived experiences.

Workshops and consultations help educators design learning experiences and assessments that are transparent, inclusive and aligned with equitable outcomes.

Assignment Design

Effective assignment design supports student achievement of course and program learning outcomes. Workshops integrate institutional assignment guides and rubrics with research-informed frameworks for transparency and authentic assessment.

Faculty develop or refine assignments that promote:

• Critical thinking
• Information literacy
• Quantitative reasoning
• Written and oral communication
• Personal, professional and social responsibility
• Integrative learning

These efforts emphasize clarity of purpose, alignment with learning outcomes and meaningful application of knowledge.

Reading Apprenticeship and Threshold Concepts

Professional development in Reading Apprenticeship supports faculty in helping students engage deeply with disciplinary texts and concepts. This approach builds academic literacy through attention to social, personal, cognitive and knowledge-building dimensions of learning.

Workshops and communities of practice explore strategies for helping students navigate challenging or transformative ideas — often referred to as threshold concepts — and strengthen problem solving within the discipline.

Designing Effective Group Work

Faculty are supported in designing collaborative learning experiences that foster high-level intellectual engagement in diverse classrooms. Professional learning in this area focuses on structuring group work to ensure equitable participation, academic rigor and shared accountability.

Mindfulness and Student Well-Being

In partnership with campus colleagues, TLA supports professional learning related to mindfulness and student well-being. These offerings help faculty integrate practices that promote focus, resilience and self-awareness, contributing to a supportive and productive learning environment.

Program Learning Outcomes Assessment

TLA provides guidance and professional development for program-level assessment. Faculty are supported in designing meaningful assessment projects, interpreting findings and using results to improve curriculum and student learning.

This work reinforces a culture of evidence-informed decision-making and collaborative improvement across the university.

The Center for Teaching, Learning and Assessment (TLA) partners with curricular and co-curricular programs to strengthen student learning through meaningful, evidence-informed assessment. Support is collaborative, practical and focused on continuous improvement.

TLA offers consultation and workshop support in areas including:

• Preparing assessment plans and reports
• Developing or refining program learning outcomes
• Creating or improving rubrics
• Designing and analyzing curriculum maps
• Developing effective assessment questions
• Building annual and multi-year assessment plans
• Designing engaging assessment projects, including customized tools
• Aligning program review processes with institutional learning outcomes
• Analyzing and presenting assessment results
• Using assessment findings to improve student achievement (“closing the loop”)
• Advancing other teaching, learning and assessment goals

Programs may request individual consultations or facilitated workshops tailored to their needs.

Curricular Program Assessment

Undergraduate Learning Outcome 4: Specialized Knowledge

Specialized Knowledge reflects each degree program’s Major Learning Outcomes (MLOs). Programs assess student achievement of these outcomes to ensure graduates can apply disciplinary knowledge, theories and practices to real-world challenges and opportunities.

Effective program assessment includes:

• Clearly defined and measurable learning outcomes
• Opportunities for faculty and staff to review and discuss findings
• Strategic actions to improve curriculum and student learning
• Documentation of progress through assessment and program review processes

TLA supports programs in aligning MLOs with institutional learning outcomes and strengthening the connection between assessment findings and program improvement.

Assessment Support Modules

Programs may engage with structured modules independently or through facilitated workshops.

Topics include:

• Understanding assessment for improvement
• Aligning program outcomes with institutional outcomes
• Distinguishing learning goals from measurable outcomes
• Writing clear and actionable learning outcomes
• Creating and using curriculum maps
• Designing authentic, signature assignments

These modules are designed to build shared understanding and practical skills across programs.

Co-Curricular Program Assessment

Co-curricular programs are encouraged to use the same principles and tools to assess and enhance student learning beyond the classroom. TLA consultations and workshops support assessment design, implementation and continuous improvement in co-curricular contexts.

Assessment Philosophy

Program assessment at Cal State Monterey Bay is guided by a philosophy of improvement, collaboration and academic integrity. Assessment is a process conducted with faculty and staff to strengthen student learning — not a compliance exercise.

By engaging in thoughtful, evidence-informed assessment, programs contribute to a culture of reflection, innovation and student-centered excellence.

The Center for Teaching, Learning and Assessment (TLA) curates a range of resources to support faculty and staff in advancing teaching excellence, inclusive practices and meaningful assessment.

These resources reflect Cal State Monterey Bay’s commitment to inclusive, innovative and student-centered teaching. Designed to strengthen student learning and foster a culture of continuous improvement, they support faculty and staff in enhancing their practice through ongoing collaboration with TLA.

Teaching and Learning Support

Syllabus Policies and Guidelines

Guidance is available to help faculty design clear, student-centered syllabi that communicate expectations, policies and support resources.

Center for Academic Technologies (CAT)

CAT partners with faculty to integrate instructional technologies that enhance learning, engagement and accessibility.

Mentoring Undergraduate Researchers

Resources are available to support faculty who mentor undergraduate research and experiential learning projects.

Books and Print Resources

TLA maintains a special collection of books and periodicals focused on teaching, learning and assessment in higher education. The collection includes foundational texts on outcomes-based education, inclusive pedagogy, curriculum design and assessment for improvement.

Faculty and staff may access these materials to inform course design, program development and professional growth.

Journals and Publications

TLA highlights scholarly and practitioner-oriented publications related to effective teaching, learning and assessment in higher education. These resources support ongoing professional learning and engagement with emerging practices.

Online Teaching and Learning Resources

A variety of curated online resources are available to support instructional design, inclusive teaching, assessment strategies and faculty development. These materials provide practical guidance and research-informed approaches for enhancing student learning across disciplines.

Faculty Development Networks and Professional Organizations

Faculty are encouraged to engage with broader professional communities dedicated to teaching excellence, academic quality and student success. Participation in faculty development networks and professional organizations supports collaboration, innovation and the exchange of best practices.

Supporting Neurodiverse Learners

Workshop materials and instructional resources are available to support faculty in understanding and addressing the needs of neurodiverse students, including those on the autism spectrum. These materials provide strategies for inclusive instruction, classroom accommodations and academic support.

Teaching Writing Resources

TLA provides workshop materials and guidance to support effective writing instruction across the curriculum. Topics include:

• Helping students engage in academic conversations and use professional citation styles
• Managing grading workloads effectively
• Responding productively to student writing
• Designing assignments that promote clarity and growth