Student Learning Outcomes: Tools for Intentionality

Becoming Intentional Prof. Farnsworth: Please, Fry, I don't know how to teach. I'm a professor.

The Culture of Intentionality Students are the focus of the praxis Is student learning-centered Seeks information about how well students are learning Reflects on what we teach and how we teach it Accepts (some) responsibility for student learning Experiments with new strategies for student success

Three Linked Tools for Intentionality Tuning and the Degree Qualifications Profile encourage intentionality by utilizing three related sets of statements: 1.Competencies categories of knowledge and learning within a discipline that are “ratcheted” up according to degree level 2.Program Level Outcomes broadly inclusive statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students upon completion of a degree 3.Student Learning Outcomes statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students as they work towards a degree

Three Linked Tools for Intentionality Tuning and the Degree Qualifications Profile encourage intentionality by utilizing three related sets of statements: 1.Competencies categories of knowledge and learning within a discipline that are “ratcheted” up according to degree level 2.Program Level Outcomes broadly inclusive statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students upon completion of a degree 3.Student Learning Outcomes statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students as they work towards a degree

Three Linked Tools for Intentionality Tuning and the Degree Qualifications Profile encourage intentionality by utilizing three related sets of statements: 1.Competencies What study in the discipline covers 2.Program Level Outcomes What each stage of study in the discipline requires 3.Student Learning Outcomes statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students as they work towards a degree

Three Linked Tools for Intentionality Tuning and the Degree Qualifications Profile encourage intentionality by utilizing three related sets of statements: 1.Competencies What study in the discipline covers 2.Program Level Outcomes What each stage of study in the discipline requires 3.Student Learning Outcomes statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students as they work towards a degree

Three Linked Tools for Intentionality Competencies: categories of knowledge and learning within a discipline that are “ratcheted” up according to degree level Adapted from MHEC Tuning workgroup for Psychology Psychological Research Students should be knowledgeable about and skilled in using the research methodologies basic to psychology

Three Linked Tools for Intentionality Competencies: categories of knowledge and learning within a discipline that are “ratcheted” up according to degree level Adapted from the American Historical Association Tuning project Exercising Historical Skepticism Develop a disciplined, skeptical stance and outlook on the world that demands evidence and sophisticated use of information. Working with Historical Sources Read and historically contextualize with care and precision a variety of sources that provide evidence to support an argument about the past and to understand the complex nature of the historical record. Using History Methodologies Develop a methodological practice of gathering, sifting, analyzing, ordering, synthesizing, and interpreting evidence from multiple historical and theoretical viewpoints that provide perspective on the past. Producing Historical Arguments Demonstrate expertise in historical argument, including the development of significant, open-ended questions about the past and the writing of an effective narrative that describes and analyzes the past for its use in the present. Practicing the Ethics of Historical Study Understand that the ethics and practice of history means recognizing and building on other scholars’ work, peer review, and citation. Applying Historical Thinking Value the study of the past for its contribution to life-long learning and effective habits of mind that lead to civic engagement.

Three Linked Tools for Intentionality Tuning and the Degree Qualifications Profile encourage intentionality by utilizing three related sets of statements: 1.Competencies What study in the discipline covers 2.Program Level Outcomes What each stage of study in the discipline requires 3.Student Learning Outcomes statements that describe student responses to learning by identifying assessable demonstrations of learning attained by students as they work towards a degree

Outcomes are defined in terms of the particular levels of knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of collegiate experiences. (Peter Ewell, 2001)

Outcomes are defined in terms of the particular levels of knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of collegiate experiences. (Peter Ewell, 2001)

Outcomes: The Student Perspective Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Linda Suskie, 2009).

Outcomes: The Student Perspective Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).

Outcomes: The Student Perspective Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience. (Suskie, 2009).

Intentionality & Outcomes Outcomes offer students goals: They make explicit for students what will be expected of them so they know what to expect. Students are not required to intuit what learning is expected. Faculty are encouraged to be reflective about how they help students achieve those goals.

Differentiating Outcome Types Program Level Outcomes: Broadly inclusive statements that might be considered areas of competency within a given discipline or general areas of competency within a GE program Upon completion of the bachelor’s degree, Psychology students will: Utilize higher order thinking in applying basic research methods in psychology including research design, data analysis, and interpretation of findings, and, reporting of results both in written and oral forms that are in conformance with APA format.

Differentiating Outcome Types Student Learning Outcomes: Specific statements that identify student responses to learning experiences and thereby indicate what learning looks like within a discrete area of a program Upon completion of the bachelor’s degree, Psychology students will: Identify basic research methods and ethical considerations in the study of behavior. Analyze the results of two different kinds of personality tests and birth order for college age adults especially introversions versus extraversion.

Three Tools Working Together Competency: Psychological Research Students should be knowledgeable about and skilled in using the research methodologies basic to psychology PLO: Utilize higher order thinking in applying basic research methods in psychology including research design, data analysis, and interpretation of findings, and, reporting of results both in written and oral forms that are in conformance with APA format. SLO 1.1: Identify basic research methods and ethical considerations in the study of behavior. SLO 1.2: Analyze the results of two different kinds of personality tests and birth order for college age adults especially introversions versus extraversion. Adapted from MHEC Tuning Project for Psychology

Objects of Learning Outcomes Content: facts, concepts, principles/theories Skills: – Cognitive: information literacy, thinking strategies, computational skills – Social/Interaction: communication skills, collaboration skills, initiative/leadership skills – Aesthetic: arts appreciation, proficiency in creative procedures, creativity Values: open-mindedness/love of knowledge, diligence/integrity, social responsibility

An Outcome’s Components Learning outcomes include three key components that ensure clear communication Audience: to whom the SLO pertains Behavior: what the audience is expected to know or be able to do Context: circumstances under which learning will take place

An Outcome’s Components Learning outcomes include three key components that ensure clear communication C A Upon completion of Physics 375, students B will apply the laws of thermodynamics to solve relevant problems in physics.

Features of Effective LOs Employ these strategies for writing strong outcomes statements that communicate clearly what students will know and be able to do. Focus on learning, not processes or assignments Avoid vague verbs (know, understand, demonstrate) Use action verbs (Bloom’s taxonomy) Use verbs that reflect the level of learning Ensure that outcomes are observable and measurable State what students do (not what instructors do)

Becoming Intentional Prof. Farnsworth: Please, Fry, I don't know how to teach. I'm a professor.