Transforming Student Learning Through A Learning Outcomes Approach To Curriculum Design Gary Hunt Thompson Rivers University [email protected] Outline •  Learning outcomes: what and why •  Writing program-level learning outcomes •  Getting started with assessment Learning Outcomes: What and Why •  Learning outcomes are explicit statements of what students will know, be able to do, and value at the end of an educational experience •  They clarify connections between learning goals for courses, programs, and the institution •  They communicate learning goals to all institutional stakeholders •  They integrate with program review •  They are required for new program approval The Learning Outcomes and Assessment Approach Provincial Framework Institution Programs Courses The Curriculum Improvement Process Writing program-level learning outcomes is part of the self-evaluation of your program. Program Rationale, Goals Curriculum Improvement (Course-‐Level Learning Outcomes) Program-‐Level Learning Outcomes Collect, Analyze & Interpret Evidence Assessment Plan (Curriculum Mapping) How to Get Started Consider the characteristics of your ideal graduate based on these questions: •  How would you describe the attributes of an ideal graduate of the program? •  What are the essential knowledge, skills, and values that your graduates possess? •  What distinguishes the graduates in your program from graduates in similar programs at other institutions? Writing Learning Outcomes The ideal learning outcome has three elements: –  Action verb (what they will do) –  Subject (the specific topic) –  Context (circumstances) By the end of this program, successful students will be able to: –  Communicate effectively in a professional environment through technical reports and presentations The verb is “communicate,” the subject is “technical reports and presentations,” and the context is “professional environment.” More Examples •  Select and characterize appropriate materials for use in building wood-framed houses •  Practice and evaluate group skills in support of team performance •  Apply and integrate computer technology in design processes and products •  Write a research report consistent with journalistic standards in the sciences •  Produce a body of work suitable for seeking professional opportunities in fine arts BC Provincial Framework •  Depth and breadth of knowledge •  Knowledge of methodologies •  Application of Knowledge •  Communication skills •  Awareness of limits of knowledge •  Autonomy and professional capacity Small-group discussion •  Individually, write one program-level learning outcome based on the prompting questions and the example •  Indicate one or more provincial attributes that link to your outcome •  Ask someone else to assess your outcome according to the listed criteria •  Share and discuss with your group Semester Map Example Curriculum Map Example