Academy for Student-Centered Learning – Workshop Two Melia Fritch, Shawna Jordan, & Shannon...

Academy for Student-Centered Learning – Workshop TwoMelia Fritch, Shawna Jordan, & Shannon Washburn

October 28, 2013

CREATING STUDENT-CENTERED LEARNING OUTCOMES

Goals/ValuesGoals/Values

OutcomesOutcomes

PlansPlans

ActionAction

MeasuresMeasures

What do we want our students to learn?What do we want our students to learn?

What do we want students to be able to know, do?What do we want students to be able to know, do?

Given what we know, what is the problem we need to address in order to achieve the outcome?


What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?

How will we know that we are successful?How will we know that we are successful?

Thinking about overall goals –

Write three things students will learn from: •your course? •your service? •your office?

Learning Goals• Communication• Arts & Humanities• Science• Social Science• Civic Responsibility• Respect Diversity• Global Awareness• Personal Awareness


OutcomesOutcomes

PlansPlans

ActionAction

MeasuresMeasures







Student Learning Outcomes

S Specific

M Measurable

A Action-Oriented / Attainable / Appropriate

R Results-Oriented / Results-Focused

T Timely / Teachable


• FORMAT:

Students should be able to<<action verb>> <<something>>

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Cite Associate Apply Analyze Arrange Appraise

Count Classify Calculate Appraise Assemble Assess

Define Compare Classify Calculate Collect Choose

Draw Compute Demonstrate Categorize Compose Compare

Identify Contrast Determine Classify Construct Criticize

List Differentiate Dramatize Compare Create Determine

Name Discuss Employ Debate Design Estimate

Point Distinguish Examine Diagram Formulate Evaluate

Quote Estimate Illustrate Differentiate Integrate Grade

Read Explain Interpret Distinguish Manage Judge

Recite Express Locate Examine Organize Measure

Record Extrapolate Operate Experiment Plan Rank

Repeat Locate Order Inspect Prepare Rate

Select Predict Practice Inventory Prescribe Recommend

State Report Restructure Question Produce Revise

Tabulate Restate Schedule Separate Propose Score

Tell Review Solve Summarize Specify Select

Trace Tell Translate Test Synthesize Standardize

Underline Translate Use Utilize Write Validate





















Lower Division Courses





















Upper Division Courses and Program Outcomes


• FORMAT:

Students should be able to<<action verb>> <<something>>


• Students should be able to comprehend, interpret, analyze and critically evaluate material in a variety of written and visual formats.


• Identify four resources on campus for support.


• Demonstrate the ability to communicate clearly and effectively.


• Articulate the ethical standards of the profession.


• Students will be able to describe, analyze and interpret…..


• RULE OF THUMB:

If you have more than one action verb, keep the one that represents the highest order

of thinking.

Writing successful outcomes –

At your tables, you have an outcome that needs to be rewritten – work together at the large post-it notes along the wall to write a SMART outcome.

You’ll share with the group when when done!

Co-Curricular: Advising

"Good advising may be the single most underestimated characteristic of a successful

college experience."

Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.

Co-Curricular: Advising

•Student learning outcomes of academic advising are guided by our mission, goals, curriculum and co-curriculum.•Academic advising is more than selecting classes.

Turning Learning Goals and Outcomes into Plans


OutcomesOutcomes

PlansPlans

ActionAction

MeasuresMeasures







IncreaseReduceImprove

DetermineMaintain


DetermineMaintain

the

NumberAmount

PercentageRatioLevel


DetermineMaintain

the

NumberAmount


SomeoneStudentsFaculty

StaffCommunity members

Employer

of

of


DetermineMaintain

the

NumberAmount




Employer

Somethingapplications

grantsInterviews

requestworkshops

reportssatisfactionengagement

of

of


DetermineMaintain

the

NumberAmount




Employer


grantsInterviews

requestworkshops


<<do or have>>Something

of

of

whothatwith


DetermineMaintain

the

NumberAmount




Employer


grantsInterviews

requestworkshops


SubmitGrant

Applications

of

of

whothatwith



DetermineMaintain

the

NumberAmount

PercentageRatioLevel Something

applicationsgrants

Interviewsrequest

workshopsreports

satisfactionengagement

Contribute to the annualcampaign

of

of

whothatwith

SomeoneStudentsFacultyStaff

Community membersEmployers <<do or have>>

Something


DetermineMaintain

the

NumberAmount


Paper, Glass and

Plastic

Are notrecycled

of

of

whothatwith



Employers <<do or have>>Something

Something


DetermineMaintain

the

NumberAmount


Studentsatisfaction

Ournew

website

of

of

whothatwith




Something


DetermineMaintain

the

NumberAmount


PayOnline

of

of

whothatwith

SomeoneStudents

FacultyStaff


Something

Something


DetermineMaintain

the

NumberAmount


Time

we spendresponding

to data requests

of

of

whothatwith




Something

IncreaseReduce

DetermineMaintain

the

NumberAmount


Awareness

of

of

whothatwith




FERPAregulations

Something

IncreaseReduce

DetermineMaintain

the

NumberAmount


of

of

whothatwith

SomeoneSeniorsFaculty



Demonstratecompetence

in criticalthinkingSomething

IncreaseReduce

DetermineMaintain

the

NumberAmount


of

of

whothatwith

SomeoneFYS

FacultyStaff


Something

Something

Deliver aneffective

Public presentati

on

IncreaseReduce

DetermineMaintain

the

NumberAmount


of

of

whothatwith

SomeoneMajorsFaculty



Something

Conduct independen

tresearch

ActionVerb the Noun

of

of

whothatwith

Someone


Something

theof

of

whothatwith

Okay, now YOU try it!

•Action Verb Handouts•Template for Outcome Creation + Plans

Work together to write an outcome for a program/class at your table

Utilizing Course Outcomes

• Support Student Learning Outcomes• Reinforce the course description• State broad course results (what students will

learn)• Lead to course units (what teacher will teach)– Further defined by unit objectives

• Measured by assignments (what students will do)

Course Outcome Magic!

• Process vs. Product• Programmatic discussions/decisions– Creates value for Student Learning Outcomes– Course progression / curriculum spiraling

• Logical structure and sequence• Meaningful assessments

What’s Next?


OutcomesOutcomes

PlansPlans

ActionAction

MeasuresMeasures







Measuring Student Learning11:15 a.m. to noon Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute for Student Learning Assessment

Building from sessions I and II, this session will focus on measuring student learning. At the end of this session, participants will be able to develop plans to effectively measure student learning outcomes, implement strategies to ensure an efficient and encompassing measurement process that is integrated in their work, and utilize various techniques to ensure reliability of measurements. Participants will also discuss how their measures tie into program, department, college, and institution outcomes.

http://www.k-state.edu/assessment/institute2013/

Continual Improvement of Student Learning1:00 to 1:45 p.m. Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute for Student Learning Assessment

This final session focuses on using the knowledge, skills, and abilities developed in sessions I through III to put student-centered learning concepts into practice. At the end of this session, participants will be able to utilize evidence to improve student learning within programs and curricula, enhance departmental/unit student learning improvement plans, and persuade others to incorporate a student-centered mindset. Particular emphasis will be placed on high-impact practices and utilizing multiple sources of evidence to continually improve student learning.

http://www.k-state.edu/assessment/institute2013/

Questions?

Melia Fritch – [email protected] Jordan – [email protected] Washburn – [email protected]

Credit for some ideas & slides to Higher Learning Commission: http://www.ncahlc.org/

Academy for Student-Centered Learning – Workshop Two Melia Fritch, Shawna Jordan, & Shannon...

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