Creating Student-Centered Learning Outcomes Workshop

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>>

10. Lower Division Courses

11. Upper Division Courses and Program Outcomes

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

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 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?

24. Increase Reduce Improve Determine Maintain

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

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

27. 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

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 the of Something applications grants Interviews request workshops reports satisfaction engagement

29. 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

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 Contribute to the annual campaign the of Something applications grants Interviews request workshops reports satisfaction engagement

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 Are not recycled the of Paper, Glass and Plastic 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 Our new website the of Student satisfaction 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 Pay Online the of Something

34. 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

35. 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

36. 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

37. 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

38. 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

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

40. who that with of the of

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 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?

46. 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. 

47. 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.    

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/