Getting
Started
The Course Syllabus
Learning Outcomes
Best Practices
in Education
According to Diamond (1997, p. ix), a
learning-centered syllabus “requires that you shift from what you,
the instructor, are going to cover in your course to a concern for
what information and tools you can provide for your students to
promote learning and intellectual development.”
An effective learning-centered syllabus should
accomplish certain basic goals.
According to Diamond (1997, p. ix), the syllabus should:
define students' responsibilities
define instructor's role and responsibility to
students
provide a clear statement of intended goals
and student outcomes
establish standards and procedures for
evaluation
acquaint students with course logistics
establish a pattern of communication between
instructor and students include difficult-to-obtain materials
such as readings, complex charts, and graphs.
Learning Centered Syllabi:
Elements of a Learning-Centered Syllabus
http://ctl.byu.edu/home/tools/syllabus-builder/
Designing a Learning-Centered Syllabus
http://cte.udel.edu/syllabus.htm
The Syllabus as a Tool for Learning
http://uwadmnweb.uwyo.edu/ctl/grads/syllabus.asp
The Promising Syllabus
http://www.sdcity.edu/support/lc/promisingsyllabus.pdf
Building Student Engagement: The Syllabus
http://www.facultyfocus.com/articles/best-practices-in-teaching/building-student-engagement-the-syllabus/
The Graphic Syllabus
http://www.iutconference.org/2007/pdfs/Workshops/Nilson.pdf
Goals are where you want to go, objectives are how
you get there, and outcomes are proof that you have arrived.
From
http://cos.edu/ImageUpload_Links/SSLO SMC -2-2-07.pdf
Learning outcomes are statements that specify what learners will know, value, or be able to do as a result of a learning activity.
Learning Outcomes:
Focus on learner's behavior that is to be
changed
Serve as guidelines for content, instruction,
and evaluation
Identify specifically what should be learned
Convey to learners exactly what is to be
accomplished
In designing learning outcomes, we start first with the broad outcomes expected of all students in a particular institution, then design academic program outcomes that are consistent with the broad outcomes. Finally, we design student learning outcomes for our courses that will lead to the achievement of both program and institutional goals (see the example below).
|
Institutional Outcome |
|
|
Students will be able to speak and write effectively |
|
|
|
|
|
Academic Program Outcome |
Academic Program Outcome |
|
(Political Science) |
(Psychology) |
|
Students can articulate principles and concepts of the
discipline of political science. |
Students can speak and write effectively in the discourse of
psychology. |
|
|
|
|
Student Learning Outcome |
Student Learning Outcome |
|
Students can make an accurate and engaging oral presentation
analyzing one current issue in American foreign policy. |
Students can prepare a written summary and interpretation of
standardized test results. |
The above table is from the Learning Outcomes
section in Huba & Freed (2000) Learner-centered assessment on
college campuses: Shifting the focus from teaching to learning,
Needham Heights, MA: Allyn & Bacon
Characteristics of Learning Outcomes
Learning outcomes are measurable, observable
statements of what students will be able to do at the end of a
learning activity.
Learning outcomes have three distinguishing
characteristics:
Learning outcomes are completed by the
learners
Learning outcomes are observable
Learning outcomes are measureable
Characteristics of Learning Outcomes from http://www.unr.edu/assess/PlanResources/ResourcesPages/CharLrngOutcomes.asp
Writing Measurable and Observable Learner
Outcomes
Well-developed learning outcomes describe the skills, knowledge, and/or attitudes (learning outcomes) students will be able to demonstrate as a result of a learning activity. For example,
At the completion of this unit students will be able to:
1. list nine reasons for conducting a needs
assessment
2. summarize in writing their feelings about cultural diversity in
the workplace
USE verbs that are easy to OBSERVE or MEASURE
The student will be able to perform .................
The student will be able to identify ..............
The student will be able to list ................
These ACTION VERBS and are OBSERVABLE and MEASURABLE (see Bloom’s taxonomy for more action verbs at http://edtech.clas.pdx.edu/presentations/frr99/blooms.htm)
AVOID using terms that are difficult to OBSERVE or MEASURE
The student will understand the importance of
…………………………...
The student will become familiar with
…………………………………….
The student will learn about …………………………………….
The student will appreciate the value of
……………………………….
These are not OBSERVABLE or MEASURABLE actions.
Adapted from
http://www.nbaslh.org/Learner Outcome Guidelines.PDF
Benefits of Developing Intended Learning
Outcomes
Intended Learning Outcomes:
Provide direction for all instructional activity
Inform students about the intentions of the
faculty
Form the basis of assessment at the course,
program, and institutional levels
More on how to write learning outcomes
Instructions for Writing Student Learning Outcomes
- This resource presents a process for writing Learning Outcomes
beginning with the program.
http://research.crc.losrios.edu/Instructions for Writing Student
Learning Outcomes.htm
More Writing Learning Outcomes
Writing Student Learning Outcomes
Best Practices
in Undergraduate Education
7 Principles of Good Practice in Undergraduate
Education by Chickering & Gamson at
https://www.msu.edu/user/coddejos/seven.htm
Good Practice Encourages Student Instructor
Contact
Good Practice Encourages Cooperation Among
Students
Good Practice Encourages Active Learning
Good Practice Gives Prompt Feedback
Good Practice Emphasizes Time on Task
Good Practice Communicates High Expectations
Good Practice Respects Diverse Talents and
Ways of Learning
While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education:
Activity
Expectations
Cooperation
Interaction
Diversity
Responsibility
Chickering, A.W., Gamson, Z.F. (1987) From the
March 1987 AAHE Bulletin