2. 1 Brock S. Allen & Kathy S. Williams Co-Directors http://ctl.sdsu.edu

3. Student Learning Outcomes & Syllabus Guidelines Brock S. Allen Co-Director SDSU Center for Teaching & Learning 2

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18. Managing Their Work Load and Yours 17

19. 18 A Typical Misunderstanding About Expectations I’m very frustrated!! I thought the exam was going to test whether we could remember the formulas and maybe calculate some results.

20. 19 A Typical Misunderstanding About Expectations I’m very frustrated!! I thought the exam was going to test whether we could remember the formulas and maybe calculate some results. Actually, the most important thing is to select the right formula to use. A calculator can do the rest.

21. 20 Restate as a Student Learning Outcome Statement It's important to understand statistical methodology employed in reports of experiments and to be aware of potential threats to published conclusions. Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions.

22. 21 Revise Outcome Statements to Accommodate Multiple-Choice Testing Students will be able to critique the statistical methodology employed in an experiment published in a scientific journal, identifying and explaining potential threats to the author's conclusions. Students will be able to identify the statistical methodology employed in an experiment published in a scientific journal, and identify potential threats to the author's conclusions.

23. Achieving Learning Outcomes: Which Will Add the Most to Workload? 22 1.Write the verbatim definition for each concept name. 2.Match concept names to definitions in a randomized list. 3.Create/describe an appropriate example for each concept name. Short answers Match list items or multiple-choice items Write or draw representations. Assessment of Student PerformanceStudent Learning Outcomes

24. 23 Let’s Play Outcomes Sudoku

25. Achieving Learning Outcomes: Which Will Add the Most to Workload? 24 1.Write the verbatim definition for each concept name. 2.Match concept names to definitions in a randomized list. 3.Create/describe an appropriate example for each concept name. 2 1 3 InstructorStudentsValue 3 2 3 1 2 3 100 students; Rate 1= low, 3 = high

26. Achieving Learning Outcomes: Which Will Add the Most to Workload? 25 1.Match System X component names to functions in a list. 2.Use knowledge of cause-and-effect relations to trouble-shoot System X. 3.Diagram System X and label components with names and functions. Multiple choice or matching items M-C items: stem presents symptom; options list causes Students draw and label system Assessment of Student PerformanceStudent Learning Outcomes

27. Achieving Learning Outcomes: Which Will Add the Most to Workload? 26 1.Match System X component names to functions in a list. 2.Use knowledge of cause-and-effect relations to trouble-shoot System X. 3.Diagram System X and label components with names and functions. 1 2 3 InstructorStudentsValue 2 3 3 1 3 2 100 students; Rate 1= low, 3 = high

28. Assess Activities Regularly So you can so you can make tactical adjustments rather than waiting until the end of the semester. 27

29. Basic Assessments Assessment activities aren’t necessarily add- ons; should reinforce learning  Highlight issues for quick intervention  Summarize, remind students  Promote reflection, deeper processing KISS: Keep It Simple, Silly  Feedback forms  Blackboard surveys  Focus or advisory group (for credit?)  Quizzes and short essays  Reflections: mini-essays 28

30. 29 Ideas/issues that intrigued you Muddiest moment Areas for improvement Strengths & benefits

31. Syllabus Guidelines 30

32. SDSU Curriculum Guide 31

33. Why invest in your syllabus? More organized and thoughtful students More students who plan ahead Reduced “hassles” and disputes Reduced instructor workload Work product for your teaching portfolio  Contract renewal or extension at SDSU  Work at other institutions  You own your syllabus content but SDSU retains a permanent license to use it 32

34. How much time to invest? Rules of Thumb Invest more if course…  is larger or multi-section  offered frequently  incorporates complex assignments and/or logistics OR if students …  lack motivation or discipline  are disorganized and don’t plan well 33