Course design student learning outcomes


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  • Are the materials at the right level or do you need to work on adjusting materials for undergrads? Look at abstraction, level of vocabulary, complexity etc
  • Course design student learning outcomes

    1. 1. Course Design: Student Learning Outcomes<br />Taimi Olsen<br />Associate Director<br />Tennessee Teaching and Learning Center<br />June 1, 2011<br />
    2. 2. John Bean:<br />“I know of … teachers who have radically transformed their classrooms, moving from a teacher-centered to a student-centered pedagogy, from lecture-based courses to inquiry-based courses using exploratory writing, collaborative learning, lively discussions, and other strategies for engaging students in inquiry and debate.”<br />
    3. 3. Writing learning objectives for your course<br />What difference do I want to make in my students’ lives—their ways of thinking, their sense of self, their values—especially of the field of study?<br />What are my main learning objectives for each part of the course?<br />What thinking skills am I trying to develop—in terms of habit of mind, questioning strategies, uses of evidence, ways of observing?<br />What types and levels of learning do I want my students to achieve? <br /> Take the Teaching Goals Inventory (Angelo and Cross, 1993)<br /><br />
    4. 4.
    5. 5. RememberingUnderstandingAnalyzing<br />Applying<br />Evaluating <br />Creating<br />
    6. 6. Learning about oneself and others;<br />Motivation;Connecting ideas, people, realms of life (synthesis);<br />Intraculturalism<br />
    7. 7. Attitudes; caring; developing new feelings, values, interests<br />
    8. 8. Learning how to learn<br />Self-directed inquiry<br />Use of reflective practice<br />
    9. 9.
    10. 10. Learning Outcomes by Category: What students do <br />
    11. 11. Question<br />Write a final exam question that assesses your students’ abilities in the cognitive domain—particularly the ‘higher order levels’ of application, evaluation, and creation.<br />Trade questions with someone else at your table and compare.<br />
    12. 12. Sample Learning Objectives<br />24-401 Engineering Analysis: Students will<br />Describe the four stages of an engineering process <br />Model with CAD tools components and assemblies <br />Analyze with CAE tools product performance <br />6-422 Chemical Reaction Engineering: Students will<br />Analyze kinetic data and obtain rate laws.<br />Work with mass and energy balances in the design of non-isothermal reactors. <br />
    13. 13. SAMPLE SLOs<br />21-256 Multivariate Analysis and Approximation: Students will<br />Formulate real life problems (word problems) into mathematical language, and solve them by using multivariate analysis techniques.<br />48-200 Architectural Composition: Students will<br />comprehend the characteristics, uses and significance of architectural elements and principles of their composition<br />resolve composition at various levels of detail<br />
    14. 14. Sample SLOS<br />79-212 Disastrous Encounters: Technology & the Environment: Students will<br />Draw connections between different types of disasters, recognizing that major disaster often produce predictable secondary disaster effects.<br />Write strong analytical essays.<br />Taken from Carnegie Mellon:<br /><br />
    15. 15.
    16. 16. Write Student Learning OUtcomes<br />Use your resources for the cognitive domain<br />Write several course objectives using the list of verbs based on Bloom’s taxonomy<br />Share and discuss at your table<br />Using one other domain (human dimension, affective, or metacognitive), write student learning outcomes for that domain<br />
    17. 17. What resources and materials do you need? <br />What information do you and the students need about the content area? What are your sources of information? Are these conducive to use in your class?<br />What assignments need to be designed? What rubrics or other criteria for the assignments do you have or need to create? What sources do you have?<br />