FACILITATING AND DOCUMENTING STUDENT LEARNING OUTCOMES

Chantal Levesque-BristolAssociate 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)? What students should DO (behavior)? What students should VALUE (affect)?

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 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

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

George Kuh (2005). Student Success in College

The best predictors of student learning (and success) are:

Prior Academic Performance

Motivation

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

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?

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 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 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 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