1. Student Learning Outcomes Robin Lightner, Ph.D. Associate Professor of Psychology Director Learning & Teaching Center Raymond Walters College robin.lightner@uc.edu

2. Our Day Ice breaker and Introduction Readiness Assessment Activity Course Expectations (1 & 2) Break 5 Years from Now (3) Goals (4) Lunch Outcomes (5) Break Assessment (6) Activities and Supports (7)

3. Why are we here? 1. Semester Conversion 2. Improve Teaching

4. SLOs Student Learning Outcomes Describes the knowledge, skills, abilities and attitudes that students have attained at the end of the experience. What students can do Specific Measurable Logically tied to products

5. Readiness Assessment Procedure 1. Take the quiz individually 2. Take the quiz as a group 1.Find Consensus 2.Scratch the answer 3.1 point on first try,.5 on second,.25 on third. 3. For using RAPs in class: 1.Average individual and group score 2.Hard, debatable questions 3.Create diverse groups

6. Reflection activity What do you remember from your undergraduate courses in your major? What do you remember from your undergraduate courses outside of your major? List as many things as you can in 5-minutes.5-minutes

7. Module 1 Establishing Expectations TechnologyContentSkills Emails that aren’t text msgs = ?

8. Module 2 Write a one page essay defining the discipline. Present a topic in the discipline that interests you. List one article you found using Google and one article you found using the library database that might be useful in finding out more about this topic. Include a Works Cited page that cites the two articles. Email the article to the instructor by Friday of the first week of class. Send email with attachment. Post on Bb discussion board. Find articles on library database. Find articles on Google. Use grammatically accurate English Write coherent paragraphs Read popular informational articles Cite sources in MLA format Content Skills Assessing Expectations: Example

9. Module 3 Five Years from Now... Skills Content Attitudes

11. Module 4 Goals Lower-level skills Content-based Coverage important Vague Course will accomplish Outcomes Higher-level skills Student Performance What the student will DO Specific to your course

12. Intro Psych: Old Goals To provide students with the historical, methodological and biological foundations of the field of psych. To identify psych. factors operating in everyday life To clarify “common sense” ideas about behavior To assist in applying the principles of psych. to enhance the quality of their lives To present this material in the approved Gen. Ed. format, using critical thinking, writing across the curriculum, oral communication, cultural diversity.

13. Learning Outcomes 1.Evaluate and suggest improvements to the Children’s Museum using theories and concepts of Developmental Psychology 2.Given news stories about psych topics, identify the study design and limitations 3.Suggest ways for students to improve studying based on cognitive studies and principles 4. Trace the neural path of a stimulus from the environment to a motor reaction to it.

14. More examples Upon successful completion of this course, students should be able to: 1.Compare and contrast the stages of corrections' history, goals, and philosophies 2.Defend the importance of using evidence-based corrections in developing correctional policy 3.Summarize and rank the most important issues facing correctional staff and populations 4.Summarize the debates concerning correctional theories ** See yellow sheet—find 2 good and 2 less good examples.

16. Module 5 Establishing Student Learning Outcomes Write Them! Consult Modules 3 &4 Use List of Verbs Avoid “understand, appreciate, value” Start statements with verbs Limit your list to 3-5

17. Module 6 Use Flip charts Map outcomes onto current assignments Add or subtract as needed Assessing Student Learning Outcomes

18. Module 7 Options for Activities handout “Activities that worked for me” Use Flip charts Add activities to enable students to complete the assessments Student Learning Outcomes and Activities

19. Moving Forward Use Calendar to plan what you need to do for semester conversion project? What do you still need to know?