 will be able to write a learning outcome from the student perspective  will understand the difference between writing about an activity and learning  will use knowledge and skills to have one learning outcome that identifies intercultural learning, uses active verb(s) and is able to be measured (formally or informally)  There are 3 learning outcomes stated above

Learning outcomes: define the purpose of your course, guide you in developing appropriate learning experiences for your students, include knowledge (cognitive), skills (motor/cognitive) and attitudes (affective) depending on the purpose of the lesson and are directly related to assessment and should be planned in tandem

The clearer the picture your students have of what you expect them to do at the end of your course and the greater their understanding of what their role will be and of the criteria that will be used to determine success or failure, the more effective the course will be. (Diamond, 1998)

Faculty need clear learning outcomes to: clarify the intent of instruction and instructional activities. provide a point of reference to assess effectiveness of teaching and learning experiences. decrease uncertainty for students regarding what is expected of them, which usually leads to better performance.

Backward Design Step 1: Identify desired outcomes or results. What do we want students to gain cognitively, physically or empathetically? Step 2: Determine acceptable evidence of intercultural learning. What is clearly measurable? It doesn’t have to always be written. Step 3: Plan intercultural learning experiences and instruction. How much of what and how much repetition do students need to be able to apply, synthesize and evaluate their learning? Writing learning outcomes invites analysis of the intent of how you interculturalize curriculum.

 What do you want students to tell you that they know, can do or value at the end of the task, assignment, or course? Notice the focus is the student experience, not the teacher.  What intercultural piece will benefit the students in this task/assignment or course? (Communication styles? Group dynamics? Cultural content? )

 Participants will make sure their course is intercultural. Can I easily measure this?  Participants will understand the necessary aspects of an effective learning outcome. How do I know there is understanding that has happened?  Participants will apply intercultural learning outcomes to a course. What do I need to see to prove this?  Participants will create one learning outcome that meets the criteria for an intercultural dimension to one task/class. What knowledge, skills and attitudes are demonstrated in this outcome- is this manageable?

 Possible learning outcome  Possible evaluation method