1. Course Design: Student Learning Outcomes Taimi Olsen Associate Director Tennessee Teaching and Learning Center June 1, 2011
2. John Bean: “I know of … teachers who have radically transformed their classrooms, moving from a teacher-centered to a student-centered pedagogy, from lecture-based courses to inquiry-based courses using exploratory writing, collaborative learning, lively discussions, and other strategies for engaging students in inquiry and debate.”
3. Writing learning objectives for your course What difference do I want to make in my students’ lives—their ways of thinking, their sense of self, their values—especially of the field of study? What are my main learning objectives for each part of the course? What thinking skills am I trying to develop—in terms of habit of mind, questioning strategies, uses of evidence, ways of observing? What types and levels of learning do I want my students to achieve? Take the Teaching Goals Inventory (Angelo and Cross, 1993) http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view
11. Question Write a final exam question that assesses your students’ abilities in the cognitive domain—particularly the ‘higher order levels’ of application, evaluation, and creation. Trade questions with someone else at your table and compare.
12. Sample Learning Objectives 24-401 Engineering Analysis: Students will Describe the four stages of an engineering process Model with CAD tools components and assemblies Analyze with CAE tools product performance 6-422 Chemical Reaction Engineering: Students will Analyze kinetic data and obtain rate laws. Work with mass and energy balances in the design of non-isothermal reactors.
13. SAMPLE SLOs 21-256 Multivariate Analysis and Approximation: Students will Formulate real life problems (word problems) into mathematical language, and solve them by using multivariate analysis techniques. 48-200 Architectural Composition: Students will comprehend the characteristics, uses and significance of architectural elements and principles of their composition resolve composition at various levels of detail
14. Sample SLOS 79-212 Disastrous Encounters: Technology & the Environment: Students will Draw connections between different types of disasters, recognizing that major disaster often produce predictable secondary disaster effects. Write strong analytical essays. Taken from Carnegie Mellon: http://www.cmu.edu/teaching/designteach/design/learningobjectives-samples/index.html
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16. Write Student Learning OUtcomes Use your resources for the cognitive domain Write several course objectives using the list of verbs based on Bloom’s taxonomy Share and discuss at your table Using one other domain (human dimension, affective, or metacognitive), write student learning outcomes for that domain
17. What resources and materials do you need? What information do you and the students need about the content area? What are your sources of information? Are these conducive to use in your class? What assignments need to be designed? What rubrics or other criteria for the assignments do you have or need to create? What sources do you have?
Notes de l'éditeur
Are the materials at the right level or do you need to work on adjusting materials for undergrads? Look at abstraction, level of vocabulary, complexity etc
