Updating Curriculum to Support Learning

1. Updating Curriculum to Support Learning Davidson County Community College May - 2011

2. Model for Updating Curriculum to Improve Teaching and Learning Improve the Curriculum Write the Outcomes Teach to the Outcomes Assess The Outcomes

3. Model for Updating Curriculum to Improve Teaching and Learning Improve Write Teach Assess

4. Module One: Writing Student Learning Outcomes Davidson County Community College May, 2011

5. Faculty Outcomes Define an intended Student Learning Outcome (SL0). Discuss the benefits of effective SLOs for students and faculty. Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes. Write effective SLOs using action verbs. Write SLOs at different levels of critical thinking using Bloom’s Taxonomy. Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs. Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.

6. What are SLOs? Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing a course. Focused on what the student can do. Use active verbs. Include an assessable expectation that is observable and measurable.

7. Benefits of SLOs for Faculty and Students • Directs our teaching practices to be more student/learning-centered. • Informs students of the expectations up front. • Validates both what we are teaching and why we are teaching it. • Helps to improve teaching practices • Guides our teaching strategies and assessment • Maintains high standards. • Produces consistency of standards between course sections • Gives students more responsibility.

8. SLOs at the College

9. Module One: Write the Outcomes How do I write outcomes to let students know what is expected of them? Write

10. Six Steps For Writing Student Learning Outcomes

11. Your Turn • Stand at your seat. • Take turns rolling the dice. • For the number that appears with your roll, recall that number of steps for writing an SLO. Then you can reclaim your seat.

12. Writing Student Learning Outcomes Bloom’s Revised Taxonomy “Begin with an end in mind.” Stephen Covey

13. Bloom’s Revised Taxonomy H O T S L O T S

14. Your Turn • Using your syllabus for course you are teaching, create one outcomefor each level of Bloom’s taxonomy. • Pair up and check with your partner.

15. Your Turn • Using your current syllabus and the Student Learning Outcome Checklist provided review your syllabus outcomes and capture evidence that each one mets the criteria. If not what do you need to do to fix that outcome?

16. Matrix to Track Relationship of SLO the Course to the Program Outcomes

17. Example of Progression of SLOs

18. Matrix to Track Progression of SLO in the Curriculum

19. Your Turn • Put the program outcomes from the catalog in the row on the top. Be sure they are numbered. • List the major courses in your program in the column on the right. • Indicate in which courses you • I = Introduce the outcome; • R = Reinforce the outcome; or • M = Master the Outcome