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Student Learning Outcomes & Course Design

Student Learning Outcomes & Course Design. Wednesday, August 17, 2011, 10am-Noon, SAC 1210 Gallaudet University New Faculty Orientation Dr. Kathy Wood ENG, GSR, and Faculty Fellow for Learning Assessment. Agenda. Introductions Learning Assessment: What’s the payoff?

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Student Learning Outcomes & Course Design

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  1. Student Learning Outcomes & Course Design Wednesday, August 17, 2011, 10am-Noon, SAC 1210 Gallaudet University New Faculty Orientation Dr. Kathy Wood ENG, GSR, and Faculty Fellow for Learning Assessment

  2. Agenda • Introductions • Learning Assessment: What’s the payoff? • Major and Course Student Learning Outcomes • GU and Other Rubrics • GU Syllabus Template • Building a course? • Wrap Up

  3. Introductions • Who are we? • What I think we should discuss. • What do you want to discuss? (Index Cards) • What we WILL discuss: • Xxxx • Yyyy • Zzzz

  4. Learning Assessment: What’s the payoff? “I taught that, but they didn’t LEARN it.” • What is a Student-Learning-Outcomes focus • What are well-articulated SLOs? • measurable assignments/projects • connected assignments/projects to course, major, other assignments • critical assignments/projects • engaging assignments/projects

  5. SLOs:GU UG Required • Include a minimum of three course SLOs. • Each course SLO has at least one critical assessment connected with it (for undergraduate courses) and at least two (for graduate courses), e.g. analysis, synthesis, evaluation, creation, application, authoring, essay, presentation, report, portfolio, and/or project.

  6. SLOs:GU UG Required (continued) • For each critical assessment, there should be a matching scoring tool and/or list of scoring criteria to be used to evaluate that assessment product, e.g., checklists, rubrics, GU ASL Live Presentation Rubric, Graphic Design I Project Checklist, COM Internship Checklist, etc. These critical assessment tools should be included at the end of each Graduate School syllabi • Levels of achievement on indicated tools, e.g., at least satisfactory in each area of the GU Writing Rubric (for undergraduate courses only). • Align each course SLO with program SLOs, GU SLOs (for undergraduate courses only), and conceptual framework (for PEP-unit courses only).

  7. Tying SLOs Together • GU SLOs:LC, CT, IC, KI, ESR, • Program or Major SLOs • Course SLOs • The syllabus SLO chart should tie all these SLOs to their assessments and tools for assessment.

  8. Let’s Look at Some SLO Charts… • Wood’s GSR 150 • Yours?

  9. Work in groups on your charts…

  10. Steps for designing a course? • Choose your course SLOs first—ones that support your Program SLOs. • Then make your SLO and Assessments Chart • Then go from there, following the template. • Get ideas from GSR Total Package on Blackboard.

  11. Wrap up… • For help, contact your chair, the person who is your Assessment Coordinator, or me, Faculty Fellow for Learning Assessment: Kathleen.Wood@Gallaudet.edu • Go to GSR Total Package in Blackboard organizations in which you are participating—be sure you are a member. (I will sign you up today.)

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