2. Presentation Learning Goals You should be able to explain, at cocktail-party- sophistication-level, what Outcomes Based Education is. You should understand what it would mean for UC Hastings to adopt an Outcomes Based Education approach.

3. Outcomes Based Education Naming publically what knowledge and skills you expect students to learn as a result of successfully completing a:

4. Outcomes Based Education Naming publically what knowledge and skills you expect students to learn as a result of successfully completing a: Degree Major Concentration Requirement Course Course unit Class period In-class activity or home assignment

5. What happens in and out of classrooms becomes more:

6. Intentional

7. What happens in and out of classrooms becomes more: Intentional Transparent

8. What happens in and out of classrooms becomes more: Intentional Transparent evidence-based

9. What happens in and out of classrooms becomes more: Intentional Transparent evidence-based accountable

10. What happens in and out of classrooms becomes more: Intentional Transparent evidence-based accountable to Students to Colleagues to WASC accreditors to the public

11. Course Outcomes

12. Knowledge

13. Course Outcomes Skills Knowledge

14. Course Outcomes As a result of taking this course, you should be able to:

15. Course Outcomes As a result of taking this course, you should be able to: Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;

16. Course Outcomes As a result of taking this course, you should be able to: Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act; Identify ambiguous statutory language and explain the range of alternate interpretations such language permits;

17. Course Outcomes As a result of taking this course, you should be able to: Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act; Identify ambiguous statutory language and explain the range of alternate interpretations such language permits; Name and employ principles of statutory construction that courts use to interpret legislative language;

18. Course Outcomes As a result of taking this course, you should be able to: Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act; Identify ambiguous statutory language and explain the range of alternate interpretations such language permits; Name and employ principles of statutory construction that courts use to interpret legislative language; Analyze who is empowered to challenge violations of a given law, and why;

19. Course Outcomes As a result of taking this course, you should be able to: Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act; Identify ambiguous statutory language and explain the range of alternate interpretations such language permits; Name and employ principles of statutory construction that courts use to interpret legislative language; Analyze who is empowered to challenge violations of a given law, and why; Elucidate whether or not a given court reaches a right decision in a given case, and why.

20. Course Outcomes In an ideal world, these outcomes fit in a cascade of other clearly defined learning outcomes. Thus…

21. Course Outcomes In an ideal world, these outcomes fit in a cascade of other clearly defined learning outcomes. Thus… Every case we cover in class (and what we emphasize about each case) should help students achieve one or more of these learning outcomes.

22. Course Outcomes If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome…

23. Course Outcomes If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome… a) you would ask yourself why you are doing this, and

24. Course Outcomes If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome… a) you would ask yourself why you are doing this, and b) your answer might help you either change what you do in class, or revisit and refine the learning outcomes.

25. Course-based learning outcomes fit into higher-level outcomes: J.D. Degree Learning Outcome Statutory Analysis Learning Outcome Course Learning Outcome Assignment/Activity Learning Outcome

26. Course-based learning outcomes fit into higher-level outcomes: J.D. Degree Learning Outcome Statutory Analysis Learning Outcome Course Learning Outcome Assignment/Activity Learning Outcome

27. Course-based learning outcomes fit into higher-level outcomes: J.D. Degree Learning Outcome Statutory Analysis Learning Outcome Course Learning Outcome Assignment/Activity Learning Outcome

28. Course-based learning outcomes fit into higher-level outcomes: J.D. Degree Learning Outcome Statutory Analysis Learning Outcome Course Learning Outcome Assignment/Activity Learning Outcome

29. Course-based learning outcomes fit into higher-level outcomes: J.D. Degree Learning Outcome Statutory Analysis Learning Outcome Course Learning Outcome Assignment/Activity Learning Outcome

30. With clear evidence of how you assess whether or not students have achieved the outcomes at each level.

31. Presentation Learning Goals You should be able to explain, at cocktail-party- sophistication-level, what Outcomes Based Education is. You should understand what it would mean for UC Hastings to adopt an Outcomes Based Education approach.