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Facilitating and Documenting Student Learning Outcomes. Chantal Levesque-Bristol Associate Professor of Psychology Director, Faculty Center for Teaching and Learning (FCTL). What do you Want Students to Learn?. Define Learning Outcomes (Nutt, 2010) What students should KNOW (cognitive)?

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facilitating and documenting student learning outcomes

Facilitating and Documenting Student Learning Outcomes

Chantal Levesque-Bristol

Associate Professor of Psychology

Director, Faculty Center for Teaching and Learning (FCTL)

what do you want students to learn
What do you Want Students to Learn?
  • Define Learning Outcomes (Nutt, 2010)
    • What students should KNOW (cognitive)?
    • What students should DO (behavior)?
    • What students should VALUE (affect)?
what do you want students to learn1
What do you Want Students to Learn?
  • Association of American Colleges and Universities (AAC&U) www.aacu.org
    • LEAP outcomes
      • Knowledge of Human Cultures and Physical World
      • Intellectual and Practical Skills
      • Personal and Social Responsibility
      • Integrative Learning
    • VALUE (Valid Assessment of Learning in Undergraduate Education
what do you want students to learn2
What do you Want Students to Learn?
  • Teaching Goals Inventory
    • Cluster I: Higher Order Thinking Skills
    • Cluster II: Basic Academic Skills
    • Cluster III: Discipline-Specific Knowledge and Skills
    • Cluster IV: Liberal Arts and Academic Values
    • Cluster V: Work and Career Preparation
    • Cluster VI: Personal Development
how can i help students achieve the learning objectives i set for each class
How can I help Students Achieve the Learning Objectives I set for each class
  • Classroom Assessment Techniques (CATs)
    • Find CATs that fit your teaching goals
    • Most Common CATs
      • Minute paper (CAT 6)
      • Muddiest point (CAT 7)
      • Approximate Analogies (CAT 15)
      • The One-Sentence Summary (CAT 13)
      • Application Cards (CAT 24)
strategies to ensure students learn
Strategies to Ensure Students Learn
  • George Kuh (2005). Student Success in College
  • The best predictors of student learning (and success) are:
    • Prior Academic Performance
    • Motivation
strategies to ensure students learn1
Strategies to Ensure Students Learn

Motivation (Self-Determination Theory: Deci & Ryan, 1985) www.psych.rochester.edu/SDT

  • Creating an environment that supports the basic needs of:
    • Autonomy
    • Competence
    • Relatedness
  • Satisfaction of basic needs fosters self-determined motivation
  • Self-determined motivation fosters student learning outcomes
practices to foster students learning
Practices to Foster Students Learning
  • George Kuh (2008). High Impact Educational Practices
  • High Impact Educational Practices
    • Undergraduate Research
    • Learning Communities
    • First-Year Seminar and Experiences
    • Service-Learning and Community Based Learning
    • Diversity/Global Learning
what kind of evidence can be used to ensure that learning has taken place
What Kind of Evidence can be Used to Ensure that Learning has Taken Place?
  • How would you articulate what you want students to
    • Know
    • Do
    • Value
what kind of evidence can be used to ensure that learning has taken place1
What Kind of Evidence can be Used to Ensure that Learning has Taken Place?
  • Know:
    • Grades and Standardized tests
    • Learning through the curriculum
  • Do:
    • National Survey of Student Engagement (NSSE)
  • Value
    • Student motivation and satisfaction
    • Public Affairs Mission (www.missouristate.edu/fctl)
      • Community Engagement
      • Cultural competence
      • Ethical Leadership
what kind of evidence can be used to ensure that learning has taken place2
What Kind of Evidence can be Used to Ensure that Learning has Taken Place?
  • VALUE: Valid Assessment of Learning in Undergraduate Education (www.aacu.org)
    • Intellectual and Practical skills
      • Critical Thinking
      • Problem Solving
      • Written communication
    • Personal and Social Responsibility
      • Ethical Reasoning
      • Civic Knowledge and Engagement
feedback to help me modify my teaching strategies
Feedback to Help me Modify my Teaching Strategies
  • Feedback you receive from students
    • Their perceptions of the learning climate
    • Their level of engagement in class
    • Their basic need satisfaction
  • Feedback you received from course assessment
    • Data from CATs
    • VALUE
    • Public Affairs Scale
  • Feedback you receive from peers
  • Self-Evaluative feedback
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