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Provided below are some tips for creating your alignment table, as well as an exemplary example of a table.

Tips for ensuring measurable course alignment

• Be sure the Course Learning Objectives (CLOs) use measurable verbs. CLOs should gauge what students will be able to DO by the end of the course. We recommend reviewing the CLO guidance on CETL's website.
• Be sure the assignments used are assessable. For instance, "Weekly Readings" are not assessable. A quiz or short summary paper that measures or evaluates student interaction with those readings is, however.
• Not all assignments need to measure each CLO. Be sure each assessment actually measures the selected CLO(s). For example, a multiple choice quiz allows students to "identify" information or ideas, but it probably doesn't allow students to "analyze" or "describe" anything, so it would not be an appropriate measure for such CLOs.
• The CLOs listed in the alignment table should be the same as the overall CLOs for the course. Do not create a second set of CLOs for Common Curriculum alignment. The purpose of the alignment table is to show how the CLOs specific to the course align with the TOI learning objectives, and what measures will be used to assess student learning across those objectives.

Course Learning Objectives for a TOI1, TOI3 Course

CLO1: Analyze works of art in a variety of media using feminist, queer, and trans theories and methodologies

CLO2: Explain how artists and artworks from diverse cultural traditions address social injustice and shift our understanding of feminism and art

CLO3: Evaluate feminist artwork as a vehicle for institutional critique or social intervention

CLO4: Explain the ways in which identities, interlocking systems of oppression, and historically specific social constructions impact art creation, access, and analysis

CLO5: Produce original, feminist artwork

CLO6: Practice writing-as-a-process by drafting and revising based on feedback provided by the instructor and peers

Topic of Inquiry	Common Curriculum objective	Course Learning Objective(s) (CLO)	Corresponding Assessment(s)
TOI1: Creativity: Design, Expression, Innovation	LO1: Students will be able to assess the importance of creativity, ideation, innovation, and/or technical design output to individuals, organizations, society, or various fields of study	CLO1: Analyze works of art  in a variety of media using feminist, queer, and trans theories and methodologies   CLO3: Evaluate feminist artwork as a vehicle for institutional critique or social intervention	Quizzes Journals Art projects
TOI1: Creativity: Design, Expression, Innovation	LO3: Students will be able to design or create new ideas, mechanisms, methodologies, artistic works, or products	CLO5: Produce original, feminist artwork	Art Projects
TOI3: Diversity, Equity, and Social Justice	LO4: Students will be able to recognize and critically investigate the various socio-political forces that have historically and currently excluded individuals from societies across the globe, the structures of various kinds of oppression (e.g. racism, gender discrimination, sexual harassment and violence, etc.), the different levels on which they occur, and the forces that create, maintain, and perpetuate them	CLO4: Explain the ways in which identities, interlocking systems of oppression, and historically specific social constructions impact art creation, access, and analysis	Journals Art Projects
TOI3: Diversity, Equity, and Social Justice	LO2: Students will be able to recognize and discuss basic issues of social injustice and how their own identities intersect with structural forms of oppression and empowerment, and how to be respectful and responsible allies (and accomplices) to individuals and groups they do not identify with	CLO2: Explain how artists and artworks from diverse cultural traditions address social injustice and shift our understanding of feminism and art   CLO3: Evaluate feminist artwork as a vehicle for institutional critique or social intervention	Journals Art Projects