CREATING STUDENT-CENTERED LEARNING OUTCOMES Academy for Student-Centered Learning – Workshop Two Melia Fritch, Shawna Jordan, & Shannon Washburn October 28, 2013
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CREATING STUDENT-CENTERED LEARNING OUTCOMES Academy for Student-Centered Learning – Workshop Two Melia Fritch, Shawna Jordan, & Shannon Washburn October 28, 2013 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? 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? Thinking about overall goals – Write three things students will learn from: • your course? • your service? • your office? Learning Goals • • • • • • • • Communication Arts & Humanities Science Social Science Civic Responsibility Respect Diversity Global Awareness Personal Awareness 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? Student Learning Outcomes S M A R T Specific Measurable Action-Oriented / Attainable / Appropriate Results-Oriented / Results-Focused Timely / Teachable Student Learning Outcomes • FORMAT: Students should be able to <<action verb>> <<something>> KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Associate Apply Analyze Arrange Appraise Count Classify Calculate Appraise Assemble Assess Define Compare Classify Calculate Collect Choose Draw Compute Demonstrate Categorize Compose Compare Identify Contrast Determine Classify Construct Criticize List Differentiate Dramatize Compare Create Determine Name Discuss Employ Debate Design Estimate Point Distinguish Examine Diagram Formulate Evaluate Quote Estimate Illustrate Differentiate Integrate Grade Read Explain Interpret Distinguish Manage Judge Recite Express Locate Examine Organize Measure Record Extrapolate Operate Experiment Plan Rank Repeat Locate Order Inspect Prepare Rate Select Predict Practice Inventory Prescribe Recommend State Report Restructure Question Produce Revise Tabulate Restate Schedule Separate Propose Score Tell Review Solve Summarize Specify Select Trace Tell Translate Test Synthesize Standardize Underline Translate Use Utilize Write Validate KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Associate Apply Analyze Arrange Appraise Count Classify Calculate Appraise Assemble Assess Define Compare Classify Calculate Collect Choose Draw Compute Demonstrate Categorize Compose Compare Identify Contrast Determine Classify Construct Criticize List Differentiate Dramatize Compare Create Determine Name Discuss Employ Debate Design Estimate Diagram Formulate Evaluate Point LowerDistinguish Division Courses Examine Quote Estimate Illustrate Differentiate Integrate Grade Read Explain Interpret Distinguish Manage Judge Recite Express Locate Examine Organize Measure Record Extrapolate Operate Experiment Plan Rank Repeat Locate Order Inspect Prepare Rate Select Predict Practice Inventory Prescribe Recommend State Report Restructure Question Produce Revise Tabulate Restate Schedule Separate Propose Score Tell Review Solve Summarize Specify Select Trace Tell Translate Test Synthesize Standardize Underline Translate Use Utilize Write Validate KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Associate Apply Analyze Arrange Appraise Count Classify Calculate Appraise Assemble Assess Define Compare Classify Calculate Collect Choose Draw Compute Demonstrate Categorize Compose Compare Identify Contrast Determine Classify Construct Criticize List Differentiate Dramatize Compare Create Determine Name Discuss Employ Point Distinguish Examine Quote Estimate Illustrate Differentiate Integrate Grade Read Explain Interpret Distinguish Manage Judge Recite Express Locate Examine Organize Measure Record Extrapolate Operate Experiment Plan Rank Repeat Locate Order Inspect Prepare Rate Select Predict Practice Inventory Prescribe Recommend State Report Restructure Question Produce Revise Tabulate Restate Schedule Separate Propose Score Tell Review Solve Summarize Specify Select Trace Tell Translate Test Synthesize Standardize Underline Translate Use Utilize Write Validate Design Upper Division Courses Estimate Diagram Formulate and Program Outcomes Evaluate Debate Student Learning Outcomes • FORMAT: Students should be able to <<action verb>> <<something>> Student Learning Outcomes • Students should be able to comprehend, interpret, analyze and critically evaluate material in a variety of written and visual formats. Student Learning Outcomes • Identify four resources on campus for support. Student Learning Outcomes • Demonstrate the ability to communicate clearly and effectively. Student Learning Outcomes • Articulate the ethical standards of the profession. Student Learning Outcomes • Students will be able to describe, analyze and interpret….. Student Learning Outcomes • RULE OF THUMB: If you have more than one action verb, keep the one that represents the highest order of thinking. 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! 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. 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. Turning Learning Goals and Outcomes into Plans 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? Increase Reduce Improve Determine Maintain Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level Someone Students Faculty Staff Community members Employer Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Someone Students Faculty Staff Community members Employer Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something applications grants Interviews request workshops reports satisfaction engagement Someone Students Faculty Staff Community members Employer Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something applications grants Interviews request workshops reports satisfaction engagement who that with <<do or have>> Something Someone Students Faculty Staff Community members Employer Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something applications grants Interviews request workshops reports satisfaction engagement who that with <<do or have>> Something Submit Grant Applications Someone Students Faculty Staff Community members Employers Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something applications grants Interviews request workshops reports satisfaction engagement who that with <<do or have>> Something Contribute to the annual campaign Someone Students Faculty Staff Community members Employers Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something Paper, Glass and Plastic who that with <<do or have>> Something Are not recycled Someone Students Faculty Staff Community members Employers Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something Student satisfaction who that with <<do or have>> Something Our new website Someone Students Faculty Staff Community members Employers Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something who that with <<do or have>> Something Pay Online Someone Students Faculty Staff Community members Employers Increase Number Reduce Amount Improve the Percentage Determine Ratio Maintain Level of of Something Time who that with <<do or have>> Something we spend responding to data requests Someone Students Faculty Staff Community members Employers Number Increase Amount Reduce the Percentage Determine Ratio Maintain Level of of Something Awareness who that with <<do or have>> Something FERPA regulations Someone Seniors Faculty Staff Community members Employers Number Increase Amount Reduce the Percentage Determine Ratio Maintain Level of of Something who that with <<do or have>> Something Demonstrate competence in critical thinking Someone FYS Faculty Staff Community members Employers Number Increase Amount Reduce the Percentage Determine Ratio Maintain Level of of Something who that with <<do or have>> Something Deliver an effective Public presentation Someone Majors Faculty Staff Community members Employers Number Increase Amount Reduce the Percentage Determine Ratio Maintain Level of of Something who that with <<do or have>> Something Conduct independent research Someone <<do or have>> Something Action Verb the of Noun of Something who that with the of of who that with 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 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) 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 What’s Next? 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? 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 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. 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 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 studentcentered mindset. Particular emphasis will be placed on high-impact practices and utilizing multiple sources of evidence to continually improve student learning. Questions? Melia Fritch – [email protected] Shawna Jordan – [email protected] Shannon Washburn – [email protected] Credit for some ideas & slides to Higher Learning Commission: http://www.ncahlc.org/