1. 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

2. (Re)-Introductions

3. Reports from the Field

4. 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

5. 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?)

6. 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

7. 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)

8. 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.

9. 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)

10. 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?”

11. 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

12. 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

13. 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?

14. 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

15. 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

16. Questions? Comments?