1. FACILITATING AND DOCUMENTING STUDENT LEARNING OUTCOMES Chantal Levesque-Bristol Associate Professor of Psychology Director, Faculty Center for Teaching and Learning (FCTL)

2. What do you Want Students to Learn?  Define Learning Outcomes (Nutt, 2010)  What students should KNOW (cognitive)?  What students should DO (behavior)?  What students should VALUE (affect)?

3. What do you Want Students to Learn?  Association of American Colleges and Universities (AAC&U) www.aacu.orgwww.aacu.org  LEAP outcomes Knowledge of Human Cultures and Physical World Intellectual and Practical Skills Personal and Social Responsibility Integrative Learning  VALUE (Valid Assessment of Learning in Undergraduate Education

4. What do you Want Students to Learn?  Teaching Goals Inventory  Cluster I: Higher Order Thinking Skills  Cluster II: Basic Academic Skills  Cluster III: Discipline-Specific Knowledge and Skills  Cluster IV: Liberal Arts and Academic Values  Cluster V: Work and Career Preparation  Cluster VI: Personal Development

5. How can I help Students Achieve the Learning Objectives I set for each class  Classroom Assessment Techniques (CATs)  Find CATs that fit your teaching goals  Most Common CATs Minute paper (CAT 6) Muddiest point (CAT 7) Approximate Analogies (CAT 15) The One-Sentence Summary (CAT 13) Application Cards (CAT 24)

6. Strategies to Ensure Students Learn  George Kuh (2005). Student Success in College  The best predictors of student learning (and success) are:  Prior Academic Performance  Motivation

7. Strategies to Ensure Students Learn Motivation (Self-Determination Theory: Deci & Ryan, 1985) www.psych.rochester.edu/SDT www.psych.rochester.edu/SDT  Creating an environment that supports the basic needs of:  Autonomy  Competence  Relatedness  Satisfaction of basic needs fosters self-determined motivation  Self-determined motivation fosters student learning outcomes

8. Practices to Foster Students Learning  George Kuh (2008). High Impact Educational Practices  High Impact Educational Practices  Undergraduate Research  Learning Communities  First-Year Seminar and Experiences  Service-Learning and Community Based Learning  Diversity/Global Learning

9. What Kind of Evidence can be Used to Ensure that Learning has Taken Place?  How would you articulate what you want students to  Know  Do  Value

10. What Kind of Evidence can be Used to Ensure that Learning has Taken Place?  Know:  Grades and Standardized tests  Learning through the curriculum  Do:  National Survey of Student Engagement (NSSE)  Value  Student motivation and satisfaction  Public Affairs Mission (www.missouristate.edu/fctl)www.missouristate.edu/fctl Community Engagement Cultural competence Ethical Leadership

11. What Kind of Evidence can be Used to Ensure that Learning has Taken Place?  VALUE: Valid Assessment of Learning in Undergraduate Education (www.aacu.org)www.aacu.org  Intellectual and Practical skills Critical Thinking Problem Solving Written communication  Personal and Social Responsibility Ethical Reasoning Civic Knowledge and Engagement

12. Feedback to Help me Modify my Teaching Strategies  Feedback you receive from students  Their perceptions of the learning climate  Their level of engagement in class  Their basic need satisfaction  Feedback you received from course assessment  Data from CATs  VALUE  Public Affairs Scale  Feedback you receive from peers  Self-Evaluative feedback