Writing Measureable Learning Outcomes and Impact Statements Student Affairs Workshop March 21, 2019 Tine Reimers and Kathleen Bortolin Centre for Innovation and Excellence in Learning

(Re)-Introductions

Reports from the Field

Last time, we asked you 2 Questions: What should students have learned as a result of interactions with your unit when they leave VIU? 2. How does your area have an impact on the student experience at VIU? Now it’s time to integrate unit feedback and refine your statements into Learning Outcomes and Impact Statements

Learning Outcomes usually have two parts 1. Action: (what should the students be able to do?) This requires one or more verbs! 2. Quality: How should the student perform the targeted action? (what quality is required to demonstrate learning?)

Sample CIEL Learning Statements CIEL Learning Outcomes Faculty will have more tools and strategies to use moving forward given their specific questions about student learning and their context Faculty will know how to create engaging classes Faculty will be able to implement new teaching strategies to address specific questions about student learning and the context in which they teach Faculty will be able to design classes that engage students in the discipline Verb Quality

Your Turn to Tackle Your Learning Outcomes… Integrate feedback from your colleagues, and re-write your learning statements as Learning Outcomes (Use the handout to help you find good action verbs)

CIEL Initial CIEL Impact Ideas CIEL Impact Statements (On faculty, on students) Learning experiences can become more student-centered and engaging Faculty can become more confident and find more joy in teaching Students will be involved in learning experiences designed with their specific needs in mind Students will be more engaged in their own learning Faculty will experience new confidence in the classroom and renewed joy in teaching.

Your Turn to Tackle Student Experiences… Integrate feedback from your colleagues, and re-write your impact statements (Focus on the things that will change the student experience at VIU)

CIEL Evidence (artefacts) for CIEL Learning Outcomes (what can you collect, to show they’ve learned successfully?) Faculty will be able to implement new teaching strategies to address specific questions about student learning and the context in which they teach Faculty will be able to design classes that engage students in the discipline Change in learning activities, change in teaching strategies as represented in lesson plans and course outlines, class observations Before/after course outlines, learning activities, mid-term student feedback, class observations, faculty self reports Evidence is found (or generated) in the list of “what do you DO to make these things happen?”

CIEL Evidence (artefacts) for CIEL Impact Statements (how do we know the student and faculty experience is improved?) Students will be involved in learning experiences designed with their specific needs in mind Students will be more engaged in their own learning Faculty will experience new confidence in the classroom and renewed joy in teaching. Sample activities/assignments, mid-term student feedback Mid-term student feedback, student reflections, faculty reports Faculty reflection statements at the end of significant implementations, Faculty Focus or Show ‘N Share sessions, conference presentations

Learning Outcomes, Impact Statements and Evidence: Student Affairs area: ­­__________________________________ Learning Outcome   Evidence Impact Statement   Faculty will be able to design classes that engage students in the discipline Course outlines, learning activities, mid-term student feedback, class observations, faculty self reports  Faculty will experience new confidence in the classroom and renewed joy in teaching.  Faculty reflection statements at the end of significant implementa-tions, Faculty Focus or Show ‘N Share sessions, conference presentations

Get into small groups of 3… Take turns presenting your learning outcomes, impact statements and evidence: This is your chance to get feedback! Partners: keep the following questions in mind as you listen: Do the learning outcomes use a verb that lets you see what students are learning? Do the impact statements focus on the quality of experience of the students Is the evidence likely to show what is intended, and is it easy to collect?

Beware of “Data Lust”… Don’t over-complicate collecting evidence! Sometimes one artefact can give evidence for several outcomes or impacts Focus on the most important learning outcomes and impacts first! “Lesser” learning outcomes can come later

Buy-in: Again! Share your new Learning Outcomes, Impact Statements and proposed forms of evidence with your colleagues Get feedback on all three Revise Know that these will always be ‘drafts to live by’ because realities always change

Questions? Comments?