1. Developing Program Learning Outcomes To help in the quality of services

2. Program Learning Outcomes What is essential to this degree or certificate program Why are students enrolling Why are students enrolling What does the public think a student with this degree or certificate should know and/or be able to do What does the public think a student with this degree or certificate should know and/or be able to do

3. Learning Outcomes Statements describing what you expect students to know and or be able to do as a result of completing a particular degree or certificate program (or just a series of courses in some instances)

4. Purpose of Developing Outcomes  Modify, shape, and improve programs  Evaluate programs not personnel  Assist in meeting accreditation requirements, models of best practices, and national benchmarks

5. Deciding on the program outcomes  Why are you offering this program?  Why are students enrolling in this course?  What knowledge and/or skills will students gain from using this service?  What knowledge and/or skills will students gain from taking this course?

6. Objectives vs. Outcome Objectives : Are more a list of the content that will be covered in a particular program.

7. Counseling Objectives  Coincide with the Institutional Learning Outcomes Communication Communication Critical Thinking Critical Thinking Global Awareness Global Awareness Information Management Information Management Personal and Professional Development Personal and Professional Development

8. To achieve the learning outcomes: Skills students will master in the class:  Speaking in a group setting  Outlining a speech  Analyzing the speaking situation, the audience, and speaking in general Concepts: Delivery Delivery Audience analysis Audience analysis Outlining Outlining Language Language Persuasion Persuasion

9. Writing Learning Outcomes Active verbs that describe the desired result at the end try to avoid using action verbs that cannot be measured try to avoid using action verbs that cannot be measured (know, become aware of, appreciate, learn, understand, become familiar with )

10. Writing Learning Outcomes  Is it measurable?  Is it meaningful?  Is it manageable?  Who is the target audience of my outcome?  Who would know if my outcome has been met?  How will I know if it has been met?  Will it provide me with evidence that will lead me to make a decision for continuous improvement?

11. Sample Counseling Learning Outcomes Students will walk away from a counseling session with:  an understanding of their personal responsibility in creating their own academic, personal, and professional successes.  an awareness of how to utilize the necessary information, resources, and options available for them to make sound educational and lifelong decisions.  an understanding of what they need to do to achieve their desired goals.

12. At the end of the semester, students will know and/or be able to: construct a clear general purpose, specific purpose, and thesis statement with the intent of focusing the speech to one topic; assessment will include collection of working and/or formal outlines, in class activities, quizzes and exams and/or assignments construct a well structured speech by properly identifying an introduction, body and conclusion; assessment will include collection of working and/or formal outlines, in class activities, quizzes and exams and/or assignments identify the skills displayed by a competent speaker by analyzing their own speeches, classmates speeches, and/or a professional speech in the community; assessment will include collection of analysis, in class discussion and/or activities and assignments describe how a speech should be tailored to a specific audience; assessment will include evaluation of impromptu and formal speeches, quizzes and exams and/or activities and assignments demonstrates the ability to deliver a well-structured speech to the class; assessment will include evaluation of impromptu and formal speeches

13. Assessment  We need to seriously ask ourselves if students are learning the skills and knowledge that they will need to be successful in a career that requires this degree or certificate

14. Assessment Students need to understand the expectations of the level of learning and also how they are assessed.

15. An “A” speech “WOW !” A “B” Speech “Pretty Good!” A “C” Speech “Keep Trying” A “D” Speech “Maybe Next Time” Introduction and Conclusion Solid introduction and conclusion with a creative attention getter and final remark, clear topic statement, relevant credibility, solid preview and summary Great call to action Introduction almost complete, not as strong as it could be Needs improvement on either (attention getter, final remark, topic statement, credibility, preview and summary) Introduction and Conclusion are identifiable Preview and summary are in appropriate places Attention getter &/or final remark blend in with the rest of the speech Introduction and conclusion there but hard to distinguish Preview &/or summary missing Content, Languag e, and Visual Aids Excellent inclusion of resources, citations in speech when necessary, clear, vivid language which made me feel the speech through 2 or more senses Professionally appearing visual aids which were used wonderfully throughout the speech Deals with a challenging topic, not all material that needs to be cited is cited Speech a bit too conversational &/or some usage of slang, sexism, &/or jargon Language needed to be a little more emotive with more attention paid to the senses Proficient use of transitions Visual aids done satisfactorily Conform to the assignment (narrative, informative, persuasive) Speech direct and easy to understand Visual Aids are presented throughout the speech and presented professionally Sources are cited in speech when needed Not prepared according to the assignment Visual aids missing &/or unprofessional Visual aids handled in an unprofessional manner Body Languag e, Facial Expressions, Eye Contact, and Voice Confident, comfortable delivery, speaker appeared natural and conversational with no verbal pauses Lively face and facial expression, matched the tone of the topic, scanned the audience well while also using note cards appropriately Energetic, enthusiastic voice which matched the tone of the topic a nice volume and great variation of pitch Delivered in a fluent confident manner Seemed natural, conversational although slightly nervous &/or uneasy little movement from the speaker Varied eye contact throughout most of the speech Reasonable comfort and confidence Reasonable amount of eye contact with the audience Remain behind the podium throughout the speech Little or no movement from the speaker Delivered in a matter of fact, here is what you need to know, manner Read from a manuscript or delivered from memory No audience interaction and involvement Overall Appeara nce Great fluency of speech Appeared as if they had rehearsed this speech enough, polished delivery Genuine interest, positive feelings towards topic and the audience Needed at least one more practice Skillful delivery with moderate amount of fluency throughout the speech Ready for the assignment on the assigned day Conform to the time limit Prepared any special requirements (outline, visuals, sources, etc.) Needed to rehearse a couple more times Clearly unrehearsed and unprepared for the speech

16. Assessment  Pair sharing  Collaborative Learning  Written analysis  Speeches (formal and informal)  Exam  Reflection paper  Student Debates