1. Introduction to Student Learning Outcomes in the Major
Dr. Judy Shoemaker
Director, Assessment & Research Studies
Division of Undergraduate Education
UC Irvine
November 8, 2007

2. What are student learning outcomes?
Statements that describe the knowledge, skills and attitudes that students are expected to achieve by the end of an educational program.
Program could be a single event (workshop or lab exercise), a course, a major, general education, or the entire undergraduate experience
Today’s focus = the major

3. Student Learning Outcomes in the Major
What do you want your students to know by the time they complete your major? (knowledge)
What do you want your students to be able to do with what they know? (skills)
What do you want your students to care about? (values, attitudes)

4. A Definition
Student learning outcomes are statements that describe the knowledge, skills, and attitudes or values that faculty expect students to achieve by the time they graduate.
Knowledge: terms, concepts, theories, research methods, lab safety procedures, processes
Skills: demonstration of competence or proficiency, being competent in a foreign language, writing effectively, doing research, carrying out a lab experiment, performing on stage, solving problems
Attitudes/values: appreciation, respect, value, ethics

5. Why are learning outcomes important?
Sound pedagogical reasons
starting point of the teaching, learning, and assessment cycle
students’ learning improves when they know what is expected
part of a shift in teaching, from topics to be covered, to what students will learn
can guide teaching and learning activities

6. Other Reasons WASC expects
Student learning outcomes are clearly stated at the course, program, and institutional level
Student learning outcomes are shared with faculty, staff, students (made public)
Faculty take collective responsibility for establishing, reviewing, assessing student learning outcomes, and using the results to improve teaching and learning
Results from assessment are used for improvement of teaching and learning

7. Focusing on the Major Defines the undergraduate student experience
Provides depth of study in an academic discipline (depth vs. breadth)
Focuses on the cumulative effect of the curriculum as a whole
Represents faculty interests, expertise, and teaching responsibilities
Faculty-defined

8. Getting Started - Knowledge
What should our students know by the time they graduate?
What are the most important terms, concepts, theories, and principles they should know?
What methods and procedures should they know?

9. Getting Started - Skills
What should they be able to do with that knowledge?
What types of skills should they demonstrate?
What constitutes “effective writing” in the major?
What performance skills or competencies should they demonstrate?
What skills do they need to solve problems in the discipline?
What types of research experiences should students have?

10. Getting Started – Attitudes & Values
What should they value?
What values or attitudes should they develop?
What should they appreciate or respect?
What ethical issues should they be able to address?

11. Examples Students who successfully complete this major will be able to ...
Describe basic biological concepts and principles.
Understand the major theoretical approaches for explaining economic phenomena.
Use statistical packages to analyze sociological data and interpret results accurately.
Adopt the professional code of ethics for pharmacy practice.
Explain the importance of the scientific approach to understanding natural phenomena.

12. Student learning outcomes use action verbs that describe how students will demonstrate their learning
analyze
demonstrate
illustrate
participate
specify
apply
describe
interpret
perform
summarize
classify
design
judge
predict
support
communicate
distinguish
justify
produce
translate
construct
evaluate
modify
recognize
volunteer
create
explain
order
review
write
define
identify
organize
solve

13. Student learning outcomes should reflect various levels of cognitive processing Bloom’s Taxonomy
Cognitive Level
Description
1. Knowledge
To know specific facts, terms, concepts, theories, procedures
2. Comprehension
To understand, interpret, compare, contrast, explain
3. Application
To apply knowledge and understanding to new situations, to solve new problems
4. Analysis
To identify the organizational structure of something; to identify parts, relationships, organizing principles
5. Synthesis
To create something new; to integrate ideas into a solution; to propose a plan of action; to formulate a new classification scheme.
6. Evaluation
To judge the quality of something based on its adequacy, value, logic or use.

14. Examples Using Bloom’s Taxonomy
Students can describe the major theoretical approaches of the discipline.
Students can apply theoretical principles to solve real-world problems.
Students can analyze the strengths and weaknesses of the major theoretical approaches for understanding specific phenomena.
Students can select the theoretical approach that is most applicable to a phenomenon and explain why they have selected that perspective.

15. Examples from Psychology
Content knowledge
Critical knowledge of basic and applied aspects of the core social science areas within psychology
Knowledge of the design and analysis of psychological research and knowledge of the interpretation of psychology research findings
Critical thinking
Ability to review, interpret and analyze the literature in psychological science
Communication
Ability to clearly and effectively present ideas in speech and in writing that contribute to the dissemination of advances in research in psychological science
From the University of Florida

16. More Examples Research Technology Global citizenship/Ethical behavior
Students will demonstrate skills in designing and conducting research, analyzing data and interpreting results in the context of current theories in psychology
Technology
Students will demonstrate familiarity with computer technologies used in conducting psychological research and learning psychological principles
Global citizenship/Ethical behavior
Students will interact effectively, sensitively, and ethically with people from diverse backgrounds and demonstrate understanding of the sociocultural contexts that influence individual differences
From Eastern Illinois University

17. Possible Categories of Outcomes
Knowledge and understanding of important theories and concepts in the discipline
Application of that knowledge and understanding
Communication skills, especially writing
Research and information literacy skills
Values, attitudes and ethics

18. Effective Learning Outcomes
Focus on the learner, not the teacher – what the student learns not what topics will be covered
Explain how students can demonstrate mastery of the learning outcomes
Clear and understandable to students
Use active verbs that describe specific student behaviors
Cover various levels of cognitive processing

19. Let’s get started! Mission statements Program descriptions Courses
Professional organizations
Other campuses
Graduate school or career requirements
Student work and surveys
Alumni surveys

20. Break-Out Groups by Major
Share information about your major
Review the status of learning outcomes on each campus
Review other resource materials provided
Discuss commonalities and differences across campuses
Work on writing student learning outcomes
Consider next steps: group, home department, UCOP (sponsor more workshops?)

21. Room Assignments Biology – Moss Cove A Chemistry – Woods Cove B
English – Woods Cove C
Psychology – Moss Cove B
Theatre/Drama – Woods Cove A
WASC ALOs – Crescent Bay A
Student Learning Outcomes (general) – Pacific Ballroom A

22. Questions? Dr. Judy Shoemaker judy@uci.edu http://www.due.uci.edu/
Click on “Assessment Resources”