2. Writing Student Learning Outcomes Consider the course you teach

3. Writing them Look at the big picture Consider the taxonomy Determine results of learning Determine performance criteria

4. Delgado Mission Delgado Community College provides a learning centered environment in which to prepare students from diverse backgrounds to attain their educational, career, and personal goals, to think critically, to demonstrate leadership and to be productive and responsible citizens.

5. GenEd Core Competencies Writing and Critical Thinking Computation Logic Social Issues Oral Communication Leadership Citizenry Cultural Expression Technology

6. Review Terms GenEd Core Competency – a broad base of foundational knowledge, skill, and attitude that can be developed through the learning activities in GenEd courses and demonstrated through learning outcomes GenEd Core Characteristic – an ability that Delgado Community College expects to see in students who go through the GenEd core curriculum; should reflect what groups of students can do upon completion of the general education curriculum

7. Review Terms Course Learning Outcome – what students who complete a particular course should be able to do or show as a result learning, regardless of what section of the course the student takes Course Objective – what students do in the class that would lead to achieving a Course Learning Outcome

8. Course Outcomes Relate to: Program/Discipline Outcomes – Old Track Dat files – Program or discipline’s goal statements Other Course Outcomes – Courses that come before or after it – Courses that depend upon it/expect certain skills in students from it

9. Outcomes In Alignment GenEd Core Competency /Characteristic Program Goals Course Learning Outcome Course Objective

10. Samples Using Bloom’s Taxonomy 1.Remembering – remembering previously learned material – As a result of learning, the student is able to Define discipline-specific terms by... Define discipline-specific terms by... Explain discipline-related methods or procedures in a... Explain discipline-related methods or procedures in a... Use discipline-specific language in the appropriate contexts Use discipline-specific language in the appropriate contexts 2.Understanding – constructing meaning from material – As a result of learning, the student is able to Paraphrase verbal material in a... Paraphrase verbal material in a... Interpret charts and graphs that illustrate.... Interpret charts and graphs that illustrate.... Translate mathematical concepts into mathematical formulas Translate mathematical concepts into mathematical formulas 3.Applying – using learned material in new situations – As a result of learning, the student is able to Solve problems with more than one approach Solve problems with more than one approach Construct a graph or chart based on numerical information Construct a graph or chart based on numerical information Apply sociological concepts to real-world situations by... Apply sociological concepts to real-world situations by... Course-level Student Learning Outcome Samples

11. 4.Analyzing – breaking down material into component parts – As a result of learning, the student is able to Determine unstated assumptions and logical fallacies in reasoning Determine unstated assumptions and logical fallacies in reasoning Illustrate the difference between facts and inferences Illustrate the difference between facts and inferences Analyze the organizational structure of a problem, work of art, music, writing Analyze the organizational structure of a problem, work of art, music, writing 5.Evaluating – making judgments based on criteria – As a result of learning, the student is able to Argue a logical point in writing by... Argue a logical point in writing by... Critique commentary on a discipline-specific topic Critique commentary on a discipline-specific topic Test hypotheses using discipline-specific concepts by... Test hypotheses using discipline-specific concepts by... Judge the value of a work of art, music, or writing through... Judge the value of a work of art, music, or writing through... 6.Creating – putting elements together to form new ideas – As a result of learning, the student is able to Devise a procedure for completing a task by... Devise a procedure for completing a task by... Design a product based on information given in a... Design a product based on information given in a... Construct a mathematical problem to solve ________. Construct a mathematical problem to solve ________. Sample Outcome Statements Using Bloom’s Taxonomy Course-level Student Learning Outcome Samples

12. Tips Find a learning level in the Taxonomy that suits the level of learning in your course Find an action word for that learning level in the taxonomy State the observable behavior you’d see in a student that had learned from the course

13. I’d like to buy a verb... Critical Thinking Activity Sample Verbs Remembering Define, Distinguish, Draw, Find, Label, List, Match, Read, Record Understanding Compare, Demonstrate, Differentiate, Fill in, Find, Group, Outline, Predict, Represent, Trace Applying Apply, Convert, Demonstrate, Differentiate between, Discover, Discuss, Examine, Experiment, Prepare, Produce, Record Analyzing Classify, Determine, Discriminate, Form generalizations, Put into categories, Illustrate, Select, Survey, Take apart, Transform Evaluating Argue, Award, Critique, Defend, Interpret, Judge, Measure, Select, Test, Verify Creating Synthesize, Arrange, Blend, Create, Deduce, Devise, Organize, Plan, Present, Rearrange, Rewrite

14. Thank you for playing... Be Feel Know Learn Believe Develop Appreciate Understand Become Aware of... Demonstrate an understanding of...

15. A few examples As a result of learning in this course, students should be able to... NoYes understand scientific methodologyapply scientific methodology to test hypotheses appreciate cultural diversity in our society Identify the role that cultural diversity plays in defining what it means to be a social being be more aware of their impact on the environment Explain how certain human behaviors impact the environment develop an ability to drawCreate drawings using concepts learned in the course learn how to create a databaseApply principles of database design to create a relational database demonstrate an appreciation for works of art Explain the processes in creating a particular piece of art and its place in art history

16. Peer Review Student Learning Outcomes ChecklistYesNo Do the SLOs begin with an active verb, instead of the more subjective verbs like “understand, feel, know, or appreciate”? Are the SLOs written as outcomes rather than as objectives?  Language indicates an important overarching concept versus small lesson or chapter objectives  Outcomes address what a student will be able to do at the completion of the course, instead of what they will be doing in the course  SLOs address student competency rather than content coverage. Do the SLOs address the expected level of learning for the course using Bloom’s Taxonomy as a guideline? (i.e. basic knowledge, comprehension, application, synthesis, evaluation) Will students understand the SLOs and find them meaningful? Are the SLOs appropriate for the course?  Consistent with the curriculum document of record  Represents a fundamental result of the course  Aligns with other courses in a sequence, if applicable  Represents collegiate level work Do the SLOs suggest or identify an assessment?

17. Critiquing them Are these well written student learning outcomes? Know more about personal communication style Understand the role of gender and cultural differences in communication Complete the “Feedback on Verbal Communications” to identify my strengths and weakness Identify and list my communication strengths and weaknesses, design an action plan, and evaluate the effectiveness of learning three months later Interpret the logical consistency of a report.

18. Consider the course you teach Writing SLOs