Facilitating and Documenting Student Learning Outcomes

1. Facilitating and Documenting Student Learning Outcomes Chantal Levesque-Bristol Associate Professor of Psychology Director, Faculty Center for Teaching and Learning (FCTL)

2. 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)?

3. 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

4. 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

5. 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)

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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