Introduction to Student Learning Introduction to Student Learning Outcomes in the MajorOutcomes in the Major

Dr. Judy ShoemakerDr. Judy ShoemakerDirector, Assessment & Research StudiesDirector, Assessment & Research Studies

Division of Undergraduate EducationDivision of Undergraduate EducationUC IrvineUC Irvine

November 8, 2007November 8, 2007

What are student learning What are student learning outcomes?outcomes?

Statements that describe the Statements that describe the knowledge, knowledge, skills and attitudesskills and attitudes that students are that students are expected to achieve by the end of an expected to achieve by the end of an educational program.educational program.Program could be a single event Program could be a single event (workshop or lab exercise), a course, a (workshop or lab exercise), a course, a major, general education, or the entire major, general education, or the entire undergraduate experienceundergraduate experienceToday’s focus = the majorToday’s focus = the major

Student Learning OutcomesStudent Learning Outcomesin the Majorin the Major

What do you want your What do you want your students to know by the time students to know by the time they complete your major? they complete your major? (knowledge)(knowledge)

What do you want your What do you want your students to be able to do students to be able to do with what they know? with what they know? (skills)(skills)

What do you want your What do you want your students to care about? students to care about? (values, attitudes)(values, attitudes)

A DefinitionA Definition

Student learning outcomes are statements that Student learning outcomes are statements that describe the describe the knowledge, skills, and attitudes knowledge, skills, and attitudes or valuesor values that faculty expect students to achieve that faculty expect students to achieve by the time they graduate.by the time they graduate.– KnowledgeKnowledge: terms, concepts, theories, research : terms, concepts, theories, research

methods, lab safety procedures, processesmethods, lab safety procedures, processes– SkillsSkills: demonstration of competence or proficiency, : demonstration of competence or proficiency,

being competent in a foreign language, writing being competent in a foreign language, writing effectively, doing research, carrying out a lab effectively, doing research, carrying out a lab experiment, performing on stage, solving problemsexperiment, performing on stage, solving problems

– Attitudes/valuesAttitudes/values: appreciation, respect, value, ethics: appreciation, respect, value, ethics

Why are learning outcomes Why are learning outcomes important?important?

Sound pedagogical reasonsSound pedagogical reasons– starting point of the teaching, learning, and starting point of the teaching, learning, and

assessment cycleassessment cycle– students’ learning improves when they know what is students’ learning improves when they know what is

expectedexpected– part of a shift in teaching, from topics to be covered, part of a shift in teaching, from topics to be covered,

to what students will learnto what students will learn– can guide teaching and learning activitiescan guide teaching and learning activities

Other ReasonsOther Reasons

WASC expectsWASC expects– Student learning outcomes are clearly stated at the Student learning outcomes are clearly stated at the

course, program, and institutional levelcourse, program, and institutional level– Student learning outcomes are shared with faculty, Student learning outcomes are shared with faculty,

staff, students (made public)staff, students (made public)– Faculty take collective responsibility for establishing, Faculty take collective responsibility for establishing,

reviewing, assessing student learning outcomes, and reviewing, assessing student learning outcomes, and using the results to improve teaching and learningusing the results to improve teaching and learning

– Results from assessment are used for improvement Results from assessment are used for improvement of teaching and learningof teaching and learning

Focusing on the MajorFocusing on the Major

Defines the undergraduate student Defines the undergraduate student experienceexperienceProvides depth of study in an academic Provides depth of study in an academic discipline (depth vs. breadth)discipline (depth vs. breadth)Focuses on the cumulative effect of the Focuses on the cumulative effect of the curriculum as a wholecurriculum as a wholeRepresents faculty interests, expertise, Represents faculty interests, expertise, and teaching responsibilitiesand teaching responsibilitiesFaculty-definedFaculty-defined

Getting Started - KnowledgeGetting Started - Knowledge

What should our students know by the What should our students know by the time they graduate?time they graduate?– What are the most important terms, concepts, What are the most important terms, concepts,

theories, and principles they should know?theories, and principles they should know?– What methods and procedures should they What methods and procedures should they

know?know?

Getting Started - SkillsGetting Started - Skills

What should they be able to do with that What should they be able to do with that knowledge?knowledge?– What types of skills should they demonstrate?What types of skills should they demonstrate?– What constitutes “effective writing” in the major?What constitutes “effective writing” in the major?– What performance skills or competencies should they What performance skills or competencies should they

demonstrate?demonstrate?– What skills do they need to solve problems in the What skills do they need to solve problems in the

discipline?discipline?– What types of research experiences should students What types of research experiences should students

have?have?

Getting Started – Attitudes & ValuesGetting Started – Attitudes & Values

What should they value?What should they value?– What values or attitudes should they develop?What values or attitudes should they develop?– What should they appreciate or respect?What should they appreciate or respect?– What ethical issues should they be able to What ethical issues should they be able to

address?address?

ExamplesExamplesStudents who successfully complete this Students who successfully complete this

major will be able to major will be able to ......Describe basic biological concepts and Describe basic biological concepts and principles.principles.Understand the major theoretical approaches for Understand the major theoretical approaches for explaining economic phenomena.explaining economic phenomena.Use statistical packages to analyze sociological Use statistical packages to analyze sociological data and interpret results accurately.data and interpret results accurately.Adopt the professional code of ethics for Adopt the professional code of ethics for pharmacy practice.pharmacy practice.Explain the importance of the scientific approach Explain the importance of the scientific approach to understanding natural phenomena.to understanding natural phenomena.

Student learning outcomes use action verbs that describe Student learning outcomes use action verbs that describe how students will demonstrate their learninghow students will demonstrate their learning

analyzeanalyze demonstratedemonstrate illustrateillustrate participateparticipate specifyspecify

applyapply describedescribe interpretinterpret performperform summarizesummarize

classifyclassify designdesign judgejudge predictpredict supportsupport

communicatecommunicate distinguishdistinguish justifyjustify produceproduce translatetranslate

constructconstruct evaluateevaluate modifymodify recognizerecognize volunteervolunteer

createcreate explainexplain orderorder reviewreview writewrite

definedefine identifyidentify organizeorganize solvesolve

Student learning outcomes should reflect various levels of Student learning outcomes should reflect various levels of cognitive processingcognitive processing

Bloom’s TaxonomyBloom’s Taxonomy

Cognitive LevelCognitive Level DescriptionDescription

1. Knowledge1. Knowledge To know specific facts, terms, concepts, theories, To know specific facts, terms, concepts, theories, proceduresprocedures

2. Comprehension2. Comprehension To understand, interpret, compare, contrast, To understand, interpret, compare, contrast, explainexplain

3. Application3. Application To apply knowledge and understanding to new To apply knowledge and understanding to new situations, to solve new problemssituations, to solve new problems

4. Analysis4. Analysis To identify the organizational structure of To identify the organizational structure of something; to identify parts, relationships, something; to identify parts, relationships, organizing principlesorganizing principles

5. Synthesis5. Synthesis To create something new; to integrate ideas into a To create something new; to integrate ideas into a solution; to propose a plan of action; to formulate a solution; to propose a plan of action; to formulate a new classification scheme.new classification scheme.

6. Evaluation6. Evaluation To judge the quality of something based on its To judge the quality of something based on its adequacy, value, logic or use.adequacy, value, logic or use.

Examples Using Bloom’s Examples Using Bloom’s TaxonomyTaxonomy

Students can describe the major theoretical Students can describe the major theoretical approaches of the discipline. approaches of the discipline. Students can apply theoretical principles to solve Students can apply theoretical principles to solve real-world problems.real-world problems.Students can analyze the strengths and Students can analyze the strengths and weaknesses of the major theoretical approaches weaknesses of the major theoretical approaches for understanding specific phenomena.for understanding specific phenomena.Students can select the theoretical approach Students can select the theoretical approach that is most applicable to a phenomenon and that is most applicable to a phenomenon and explain why they have selected that perspective.explain why they have selected that perspective.

Examples from PsychologyExamples from Psychology

Content knowledgeContent knowledge– Critical knowledge of basic and applied aspects of the core Critical knowledge of basic and applied aspects of the core

social science areas within psychologysocial science areas within psychology– Knowledge of the design and analysis of psychological research Knowledge of the design and analysis of psychological research

and knowledge of the interpretation of psychology research and knowledge of the interpretation of psychology research findingsfindings

Critical thinkingCritical thinking– Ability to review, interpret and analyze the literature in Ability to review, interpret and analyze the literature in

psychological sciencepsychological science

CommunicationCommunication– Ability to clearly and effectively present ideas in speech and in Ability to clearly and effectively present ideas in speech and in

writing that contribute to the dissemination of advances in writing that contribute to the dissemination of advances in research in psychological scienceresearch in psychological science

From the University of FloridaFrom the University of Florida

More ExamplesMore Examples

ResearchResearch– Students will demonstrate skills in designing and Students will demonstrate skills in designing and

conducting research, analyzing data and interpreting conducting research, analyzing data and interpreting results in the context of current theories in psychologyresults in the context of current theories in psychology

TechnologyTechnology– Students will demonstrate familiarity with computer Students will demonstrate familiarity with computer

technologies used in conducting psychological technologies used in conducting psychological research and learning psychological principlesresearch and learning psychological principles

Global citizenship/Ethical behaviorGlobal citizenship/Ethical behavior– Students will interact effectively, sensitively, and Students will interact effectively, sensitively, and

ethically with people from diverse backgrounds and ethically with people from diverse backgrounds and demonstrate understanding of the sociocultural demonstrate understanding of the sociocultural contexts that influence individual differencescontexts that influence individual differences

From Eastern Illinois University

Possible Categories of OutcomesPossible Categories of Outcomes

Knowledge and understanding of Knowledge and understanding of important theories and concepts in the important theories and concepts in the disciplinediscipline

Application of that knowledge and Application of that knowledge and understandingunderstanding

Communication skills, especially writingCommunication skills, especially writing

Research and information literacy skillsResearch and information literacy skills

Values, attitudes and ethicsValues, attitudes and ethics

Effective Learning OutcomesEffective Learning Outcomes

Focus on the learner, not the teacher – what the Focus on the learner, not the teacher – what the student learns not what topics will be coveredstudent learns not what topics will be covered

Explain how students can demonstrate mastery Explain how students can demonstrate mastery of the learning outcomesof the learning outcomes

Clear and understandable to studentsClear and understandable to students

Use active verbs that describe specific student Use active verbs that describe specific student behaviorsbehaviors

Cover various levels of cognitive processingCover various levels of cognitive processing

Let’s get started!Let’s get started!

Mission statementsMission statements

Program descriptionsProgram descriptions

CoursesCourses

Professional Professional organizationsorganizations

Other campusesOther campuses

Graduate school or Graduate school or career requirementscareer requirements

Student work and surveysStudent work and surveys

Alumni surveysAlumni surveys

Break-Out Groups by MajorBreak-Out Groups by Major

Share information about your majorShare information about your major

Review the status of learning outcomes on each Review the status of learning outcomes on each campuscampus

Review other resource materials providedReview other resource materials provided

Discuss commonalities and differences across Discuss commonalities and differences across campusescampuses

Work on writing student learning outcomesWork on writing student learning outcomes

Consider next steps: group, home department, Consider next steps: group, home department, UCOP (sponsor more workshops?)UCOP (sponsor more workshops?)

Room AssignmentsRoom Assignments

Biology – Moss Cove ABiology – Moss Cove AChemistry – Woods Cove BChemistry – Woods Cove BEnglish – Woods Cove CEnglish – Woods Cove CPsychology – Moss Cove BPsychology – Moss Cove BTheatre/Drama – Woods Cove ATheatre/Drama – Woods Cove AWASC ALOs – Crescent Bay AWASC ALOs – Crescent Bay AStudent Learning Outcomes (general) – Student Learning Outcomes (general) – Pacific Ballroom APacific Ballroom A

Questions?Questions?

Dr. Judy Shoemaker Dr. Judy Shoemaker judy@uci.edujudy@uci.edu

http://www.due.uci.edu/http://www.due.uci.edu/Click on “Assessment Resources”Click on “Assessment Resources”