1. Academy for Student-Centered Learning – Workshop Two Melia Fritch, Shawna Jordan, & Shannon Washburn October 28, 2013 CREATING STUDENT-CENTERED LEARNING OUTCOMES

2. Goals/Values Outcomes Plans Action Measures What do we want our students to learn? What do we want students to be able to know, do? Given what we know, what is the problem we need to address in order to achieve the outcome? What specific actions will we take to achieve the outcome? How will we know that we are successful?

3. Goals/Values Outcomes Plans Action Measures What do we want our students to learn? What do we want students to be able to know, do? Given what we know, what is the problem we need to address in order to achieve the outcome? What specific actions will we take to achieve the outcome? How will we know that we are successful?

4. Thinking about overall goals – Write three things students will learn from: your course? your service? your office?

5. Learning Goals Communication Arts & Humanities Science Social Science Civic Responsibility Respect Diversity Global Awareness Personal Awareness

6. Goals/Values Outcomes Plans Action Measures What do we want our students to learn? What do we want students to be able to know, do? Given what we know, what is the problem we need to address in order to achieve the outcome? What specific actions will we take to achieve the outcome? How will we know that we are successful?

7. Student Learning Outcomes S Specific M Measurable A Action-Oriented / Attainable / Appropriate R Results-Oriented / Results-Focused T Timely / Teachable

8. Student Learning Outcomes FORMAT: Students should be able to > >

9. KNOWLEDGECOMPREHENSIONAPPLICATIONANALYSISSYNTHESISEVALUATION CiteAssociateApplyAnalyzeArrangeAppraise CountClassifyCalculateAppraiseAssembleAssess DefineCompareClassifyCalculateCollectChoose DrawComputeDemonstrateCategorizeComposeCompare IdentifyContrastDetermineClassifyConstructCriticize ListDifferentiateDramatizeCompareCreateDetermine NameDiscussEmployDebateDesignEstimate PointDistinguishExamineDiagramFormulateEvaluate QuoteEstimateIllustrateDifferentiateIntegrateGrade ReadExplainInterpretDistinguishManageJudge ReciteExpressLocateExamineOrganizeMeasure RecordExtrapolateOperateExperimentPlanRank RepeatLocateOrderInspectPrepareRate SelectPredictPracticeInventoryPrescribeRecommend StateReportRestructureQuestionProduceRevise TabulateRestateScheduleSeparateProposeScore TellReviewSolveSummarizeSpecifySelect TraceTellTranslateTestSynthesizeStandardize UnderlineTranslateUseUtilizeWriteValidate

10. KNOWLEDGECOMPREHENSIONAPPLICATIONANALYSISSYNTHESISEVALUATION CiteAssociateApplyAnalyzeArrangeAppraise CountClassifyCalculateAppraiseAssembleAssess DefineCompareClassifyCalculateCollectChoose DrawComputeDemonstrateCategorizeComposeCompare IdentifyContrastDetermineClassifyConstructCriticize ListDifferentiateDramatizeCompareCreateDetermine NameDiscussEmployDebateDesignEstimate PointDistinguishExamineDiagramFormulateEvaluate QuoteEstimateIllustrateDifferentiateIntegrateGrade ReadExplainInterpretDistinguishManageJudge ReciteExpressLocateExamineOrganizeMeasure RecordExtrapolateOperateExperimentPlanRank RepeatLocateOrderInspectPrepareRate SelectPredictPracticeInventoryPrescribeRecommend StateReportRestructureQuestionProduceRevise TabulateRestateScheduleSeparateProposeScore TellReviewSolveSummarizeSpecifySelect TraceTellTranslateTestSynthesizeStandardize UnderlineTranslateUseUtilizeWriteValidate Lower Division Courses

11. KNOWLEDGECOMPREHENSIONAPPLICATIONANALYSISSYNTHESISEVALUATION CiteAssociateApplyAnalyzeArrangeAppraise CountClassifyCalculateAppraiseAssembleAssess DefineCompareClassifyCalculateCollectChoose DrawComputeDemonstrateCategorizeComposeCompare IdentifyContrastDetermineClassifyConstructCriticize ListDifferentiateDramatizeCompareCreateDetermine NameDiscussEmployDebateDesignEstimate PointDistinguishExamineDiagramFormulateEvaluate QuoteEstimateIllustrateDifferentiateIntegrateGrade ReadExplainInterpretDistinguishManageJudge ReciteExpressLocateExamineOrganizeMeasure RecordExtrapolateOperateExperimentPlanRank RepeatLocateOrderInspectPrepareRate SelectPredictPracticeInventoryPrescribeRecommend StateReportRestructureQuestionProduceRevise TabulateRestateScheduleSeparateProposeScore TellReviewSolveSummarizeSpecifySelect TraceTellTranslateTestSynthesizeStandardize UnderlineTranslateUseUtilizeWriteValidate Upper Division Courses and Program Outcomes

12. Student Learning Outcomes FORMAT: Students should be able to > >

13. Student Learning Outcomes Students should be able to comprehend, interpret, analyze and critically evaluate material in a variety of written and visual formats.

14. Student Learning Outcomes Identify four resources on campus for support.

15. Student Learning Outcomes Demonstrate the ability to communicate clearly and effectively.

16. Student Learning Outcomes Articulate the ethical standards of the profession.

17. Student Learning Outcomes Students will be able to describe, analyze and interpret…..

18. Student Learning Outcomes RULE OF THUMB: If you have more than one action verb, keep the one that represents the highest order of thinking.

19. Writing successful outcomes – At your tables, you have an outcome that needs to be rewritten – work together at the large post-it notes along the wall to write a SMART outcome. You’ll share with the group when when done!

20. Co-Curricular: Advising "Good advising may be the single most underestimated characteristic of a successful college experience." Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.

21. Co-Curricular: Advising Student learning outcomes of academic advising are guided by our mission, goals, curriculum and co-curriculum. Academic advising is more than selecting classes.

22. Turning Learning Goals and Outcomes into Plans

23. Goals/Values Outcomes Plans Action Measures What do we want our students to learn? What do we want students to be able to know, do? Given what we know, what is the problem we need to address in order to achieve the outcome? What specific actions will we take to achieve the outcome? How will we know that we are successful?

24. Increase Reduce Improve Determine Maintain

25. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level

26. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Someone Students Faculty Staff Community members Employer of

27. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Someone Students Faculty Staff Community members Employer Something applications grants Interviews request workshops reports satisfaction engagement of

28. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Someone Students Faculty Staff Community members Employer Something applications grants Interviews request workshops reports satisfaction engagement > Something of who that with

29. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Someone Students Faculty Staff Community members Employer Something applications grants Interviews request workshops reports satisfaction engagement Submit Grant Applications of who that with > Something

30. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Something applications grants Interviews request workshops reports satisfaction engagement Contribute to the annual campaign of who that with Someone Students Faculty Staff Community members Employers > Something

31. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Paper, Glass and Plastic Are not recycled of who that with Someone Students Faculty Staff Community members Employers > Something

32. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Student satisfaction Our new website of who that with Someone Students Faculty Staff Community members Employers > Something

33. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Pay Online of who that with Someone Students Faculty Staff Community members Employers > Something

34. Increase Reduce Improve Determine Maintain the Number Amount Percentage Ratio Level Time we spend responding to data requests of who that with Someone Students Faculty Staff Community members Employers > Something

35. Increase Reduce Determine Maintain the Number Amount Percentage Ratio Level Awareness of who that with Someone Students Faculty Staff Community members Employers > Something FERPA regulations Something

36. Increase Reduce Determine Maintain the Number Amount Percentage Ratio Level of who that with Someone Seniors Faculty Staff Community members Employers > Something Demonstrate competence in critical thinking Something

37. Increase Reduce Determine Maintain the Number Amount Percentage Ratio Level of who that with Someone FYS Faculty Staff Community members Employers > Something Deliver an effective Public presentation

38. Increase Reduce Determine Maintain the Number Amount Percentage Ratio Level of who that with Someone Majors Faculty Staff Community members Employers > Something Conduct independent research

39. Action Verb the Noun of who that with Someone > Something

40. the of who that with

41. Okay, now YOU try it! Action Verb Handouts Template for Outcome Creation + Plans Work together to write an outcome for a program/class at your table

42. Utilizing Course Outcomes Support Student Learning Outcomes Reinforce the course description State broad course results (what students will learn) Lead to course units (what teacher will teach) – Further defined by unit objectives Measured by assignments (what students will do)

43. Course Outcome Magic! Process vs. Product Programmatic discussions/decisions – Creates value for Student Learning Outcomes – Course progression / curriculum spiraling Logical structure and sequence Meaningful assessments

44. What’s Next?

45. Goals/Values Outcomes Plans Action Measures What do we want our students to learn? What do we want students to be able to know, do? Given what we know, what is the problem we need to address in order to achieve the outcome? What specific actions will we take to achieve the outcome? How will we know that we are successful?

46. Measuring Student Learning 11:15 a.m. to noon Tuesday, November 12, K-State Student Union Grand Ballroom Part of the Institute for Student Learning AssessmentInstitute for Student Learning Assessment Building from sessions I and II, this session will focus on measuring student learning. At the end of this session, participants will be able to develop plans to effectively measure student learning outcomes, implement strategies to ensure an efficient and encompassing measurement process that is integrated in their work, and utilize various techniques to ensure reliability of measurements. Participants will also discuss how their measures tie into program, department, college, and institution outcomes.

47. Continual Improvement of Student Learning 1:00 to 1:45 p.m. Tuesday, November 12, K-State Student Union Grand Ballroom Part of the Institute for Student Learning AssessmentInstitute for Student Learning Assessment This final session focuses on using the knowledge, skills, and abilities developed in sessions I through III to put student-centered learning concepts into practice. At the end of this session, participants will be able to utilize evidence to improve student learning within programs and curricula, enhance departmental/unit student learning improvement plans, and persuade others to incorporate a student- centered mindset. Particular emphasis will be placed on high-impact practices and utilizing multiple sources of evidence to continually improve student learning.

48. Questions? Melia Fritch – melia@ksu.edu Shawna Jordan – jordan@ksu.edu Shannon Washburn – sgw@ksu.edu Credit for some ideas & slides to Higher Learning Commission: http://www.ncahlc.org/