1. Creating Effective Learning Outcomes in Higher Education Dr. Laura McLaughlin Taddei

2. Find your quote  Walk around the room and find the quote that you can relate to the most  Stand by your quote  Tell us why?

3. Why have clearly articulated learning goals?  Please brainstorm as a whole group the reasons for having clearly articulated learning goals  What are some characteristics of clearly articulated learning goals?  What do you do now when creating learning goals?

4. Benefits of Clearly Articulated Learning Outcomes  Benefits to Students  Benefits to Faculty and Staff  Benefits to Institution  Benefits for the Public  Resource Student Learning Assessment by Middle States Commission on Higher Education (2006)  http://msche.org/publications/SLA_Book_0808080728085 320.pdf

5. Relationship among Levels of Learning Outcomes  At the institutional level  Do the learning outcomes stem from the mission, vision and strategic plan of the institution?  At the program level  Is there a conceptual framework at the program level? If so are there learning outcomes identified?  At the course level  Do the course learning outcomes integrate with the program and institutional level outcomes?

6. Situation Audit  According to Middle States Commission on Higher Education, the first step toward developing learning goals “should begin with a situation audit” (page 15)  What is already successful and being done in the institution?  At the institutional level  At the program level  At the course level  How are the results used to improve the program?  See page 20 of Student Learning Assessment Options and Resources by Middle States http://msche.org/publications/SLA_Book_0808080728085320. pdf

7. Samples of Syllabi  Review of syllabi and learning outcomes  Do the learning outcomes and activities connect?  Please bring samples of course objective and student learning outcomes to discuss.  In order for assessment to work, “institutional leaders must be engaged in and committed to assessment” (Suskie, 2004, p. 35).

8. Focus on Learner-Centered Paradigm Shift  Many teachers are looking for ways to improve the teaching and learning of their students and want to be part of this learner-centered paradigm shift (Suskie, 2004).  This learning centered paradigm focuses on different kinds of learning and changes the course design (Fink, 2003).  Participants who are in an inclusive environment will know that their voice matters (Wlodkowski, 2003).

9. Sample Student Learning Outcomes  Student Learning Outcomes:   Students will be introduced to strategies and methodologies to facilitate the acquisition of early literacy skills in young children.  Students will become familiar with best practice in structuring the learning environment, as well as designing activities for fostering literacy. Special emphasis will be placed on developing listening and understanding, speaking and communicating, book knowledge and appreciation/print awareness, and early writing.  Students will be given the opportunity to develop skills in story telling, reading books to children, and the use of felt boards.  Students will design, implement, evaluate, and document several early literacy experiences for young children.  Students develop an awareness and appreciation for professionalism and the need to connect and develop partnerships with the family and the community. 

10.  Course Activities: (numbers in parenthesis coincide with student learning outcomes above)   Teaching techniques: Lecture/discussions, including storytelling, dramatic play, reading, analysis of children’s books, interactive group problem solving, demonstrations, short review question-and-answer sessions, reflective application, construction of materials. (Student Learning Outcomes 1, 2, 3, 4)   Interactive Literacy Exhibit: (Student Learning Outcomes 1, 2, 3, 4)   Professional Portfolio (Student Learning Outcomes 1, 5)   Professional Behavior Rating/DVAEYC membership (Student Learning Outcomes 5) 

11. Handout  Using the handout found here please create effective learning objectives, http://drtaddeifacultydevelopment.wikispaces.com/file/vie w/EffectiveUseofLearningObjectives.pdf http://drtaddeifacultydevelopment.wikispaces.com/file/vie w/EffectiveUseofLearningObjectives.pdf  From the sample learning outcomes above, how can you improve them?

12. Learning Objectives Should be SMART  Specific  Measurable/Observable  Attainable for Target Audience within specified time and specified conditions  Relevant and results-oriented  Targeted to the learner and to the desired level of learning

13. Activity – Rotating Trio Exchange  Group I – Complete the Dream Activity together as a group – handout will be provided – agree upon a course or even what you hope students will leave MC3 with…  Groups rotate – facilitator will explain  Group 2 – From the dream activity, now create three learning outcomes as a group – handout provided  Groups rotate- facilitator will explain  Group 3 – Assess the learning outcomes using the handout provided – Models for Planning Your Teaching

14. Takeaways  What is one thing you will take away from our session today?  Please complete the short survey monkey evaluation regarding this faculty development session by clicking below: https://www.surveymonkey.com/s/creating_effective_learn ing_outcomes https://www.surveymonkey.com/s/creating_effective_learn ing_outcomes

15. Join Dr. Taddei’s Wiki  Please go here to join the wiki and continue the important discussion on creating effective learning outcomes and to access handouts and resources:  http://drtaddeifacultydevelopment.wikispaces.com/ http://drtaddeifacultydevelopment.wikispaces.com/  This is a place where you can share your own resources as well.

16. Resources  Fink, L. (2003). Creating Significant Learning Experiences. Jossey-Bass Inc Pub.  Middle States Commission on Higher Education (2005). Assessing Student Learning and Institutional Effectiveness, Understanding Middle States Expectations  Suskie, L. A. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing Co.  Teacher & Educational Development, University of New Mexico School of Medicine, (2005)  Wlodkowski, R. (2003). Fostering motivation in professional development programs. New Directions for Adult and Continuing Education. 98, 39-47.