1 / 48

Creating Student-Centered Learning Outcomes Workshop

This workshop focuses on creating student-centered learning outcomes and provides strategies for achieving them. Participants will learn how to write SMART outcomes and turn goals into actionable plans.

loisp
Download Presentation

Creating Student-Centered Learning Outcomes Workshop

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


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

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

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

  7. Student Learning Outcomes SSpecific MMeasurable AAction-Oriented / Attainable / Appropriate RResults-Oriented / Results-Focused TTimely / Teachable

  8. Student Learning Outcomes • FORMAT: Students should be able to <<action verb>> <<something>>

  9. Lower Division Courses

  10. Upper Division Courses and Program Outcomes

  11. Student Learning Outcomes • FORMAT: Students should be able to <<action verb>> <<something>>

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

  13. Student Learning Outcomes • Identify four resources on campus for support.

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

  15. Student Learning Outcomes • Articulate the ethical standards of the profession.

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

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

  18. 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!

  19. 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.

  20. 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.

  21. Turning Learning Goals and Outcomes into Plans

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

  23. Increase Reduce Improve Determine Maintain

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  38. Someone <<do or have>> Something Action Verb Noun who that with of the of Something

  39. who that with of the of

  40. 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

  41. 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)

  42. 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

  43. What’s Next?

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

  45. Measuring Student Learning 11:15 a.m. to noon Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute 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. 

  46. Continual Improvement of Student Learning 1:00 to 1:45 p.m. Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute 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.    

  47. 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/

More Related