characteristics of good learning outcomes essay

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Learning Outcomes: Definition, Characteristics, Benefits

What are learning outcomes and how do they differ from learning objectives.

This resource is designed to help you write and use learning outcomes as you design and teach courses. It includes relevant definitions and the characteristics and benefits of learning outcomes. The resource will be useful for those who are creating a new course, re-developing a course, or teaching a course that was designed by someone else.

Definitions

We provide definitions of goals, outcomes, and objectives not as a definitive list of terms that must be used in your course but as a way to help you in your approach to developing and teaching your course. The following structure shows a relationship between the terms:

Characteristics

Effective learning outcomes are:

• Clear statements, containing a verb and an object of the verb, of what students are expected to know or do
• Action-oriented
• Free of ambiguous words and phrases
• Learner-centered—written from the perspective of what the learner does
• Clearly aligned with the course goals: each learning outcome will support a course goal
• Aligned with the course content, including assessments
• Realistic and achievable: the audience must be able to achieve the learning outcome within the logistics of the course (time, environment etc.)
• Appropriate for the level of the learner (see taxonomies)

Learning outcome statements clearly articulate what students are expected to be able to know, do, and value as a result of the learning. They guide the selection of teaching strategies, materials, learning activities, and assessments. They also help guide students in determining what and how to learn in the course.

• Gronlund, N. E., & Brookhart, S. M. (2009).  Writing Instructional Objectives (8 th  Edition).  Upper Saddle River: Pearson Education Inc.
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy, an overview.  Theory into Practice (41) 4, 212-219.

Resource created by: Denise C., & Jane C.

Originally Published: March 11, 2016

Last Updated: July 16, 2024

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Creating Learning Outcomes

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A learning outcome is a concise description of what students will learn and how that learning will be assessed. Having clearly articulated learning outcomes can make designing a course, assessing student learning progress, and facilitating learning activities easier and more effective. Learning outcomes can also help students regulate their learning and develop effective study strategies.

Defining the terms

Educational research uses a number of terms for this concept, including learning goals, student learning objectives, session outcomes, and more. 

In alignment with other Stanford resources, we will use learning outcomes as a general term for what students will learn and how that learning will be assessed. This includes both goals and objectives. We will use learning goals to describe general outcomes for an entire course or program. We will use learning objectives when discussing more focused outcomes for specific lessons or activities.

For example, a learning goal might be “By the end of the course, students will be able to develop coherent literary arguments.” 

Whereas a learning objective might be, “By the end of Week 5, students will be able to write a coherent thesis statement supported by at least two pieces of evidence.”

Learning outcomes benefit instructors

Learning outcomes can help instructors in a number of ways by:

• Providing a framework and rationale for making course design decisions about the sequence of topics and instruction, content selection, and so on.
• Communicating to students what they must do to make progress in learning in your course.
• Clarifying your intentions to the teaching team, course guests, and other colleagues.
• Providing a framework for transparent and equitable assessment of student learning. 
• Making outcomes concerning values and beliefs, such as dedication to discipline-specific values, more concrete and assessable.
• Making inclusion and belonging explicit and integral to the course design.

Learning outcomes benefit students 

Clearly, articulated learning outcomes can also help guide and support students in their own learning by:

• Clearly communicating the range of learning students will be expected to acquire and demonstrate.
• Helping learners concentrate on the areas that they need to develop to progress in the course.
• Helping learners monitor their own progress, reflect on the efficacy of their study strategies, and seek out support or better strategies. (See Promoting Student Metacognition for more on this topic.)

Choosing learning outcomes

When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider:

• What is the big idea that you hope students will still retain from the course even years later?
• What are the most important concepts, ideas, methods, theories, approaches, and perspectives of your field that students should learn?
• What are the most important skills that students should develop and be able to apply in and after your course?
• What would students need to have mastered earlier in the course or program in order to make progress later or in subsequent courses?
• What skills and knowledge would students need if they were to pursue a career in this field or contribute to communities impacted by this field?
• What values, attitudes, and habits of mind and affect would students need if they are to pursue a career in this field or contribute to communities impacted by this field?
• How can the learning outcomes span a wide range of skills that serve students with differing levels of preparation?
• How can learning outcomes offer a range of assessment types to serve a diverse student population?

Use learning taxonomies to inform learning outcomes

Learning taxonomies describe how a learner’s understanding develops from simple to complex when learning different subjects or tasks. They are useful here for identifying any foundational skills or knowledge needed for more complex learning, and for matching observable behaviors to different types of learning.

Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical model and includes three domains of learning: cognitive, psychomotor, and affective. In this model, learning occurs hierarchically, as each skill builds on previous skills towards increasingly sophisticated learning. For example, in the cognitive domain, learning begins with remembering, then understanding, applying, analyzing, evaluating, and lastly creating. 

Taxonomy of Significant Learning

The Taxonomy of Significant Learning is a non-hierarchical and integral model of learning. It describes learning as a meaningful, holistic, and integral network. This model has six intersecting domains: knowledge, application, integration, human dimension, caring, and learning how to learn. 

See our resource on Learning Taxonomies and Verbs for a summary of these two learning taxonomies.

How to write learning outcomes

Writing learning outcomes can be made easier by using the ABCD approach. This strategy identifies four key elements of an effective learning outcome:

Consider the following example: Students (audience) , will be able to label and describe (behavior) , given a diagram of the eye at the end of this lesson (condition) , all seven extraocular muscles, and at least two of their actions (degree) .

Audience 

Define who will achieve the outcome. Outcomes commonly include phrases such as “After completing this course, students will be able to...” or “After completing this activity, workshop participants will be able to...”

Keeping your audience in mind as you develop your learning outcomes helps ensure that they are relevant and centered on what learners must achieve. Make sure the learning outcome is focused on the student’s behavior, not the instructor’s. If the outcome describes an instructional activity or topic, then it is too focused on the instructor’s intentions and not the students.

Try to understand your audience so that you can better align your learning goals or objectives to meet their needs. While every group of students is different, certain generalizations about their prior knowledge, goals, motivation, and so on might be made based on course prerequisites, their year-level, or majors. 

Use action verbs to describe observable behavior that demonstrates mastery of the goal or objective. Depending on the skill, knowledge, or domain of the behavior, you might select a different action verb. Particularly for learning objectives which are more specific, avoid verbs that are vague or difficult to assess, such as “understand”, “appreciate”, or “know”.

The behavior usually completes the audience phrase “students will be able to…” with a specific action verb that learners can interpret without ambiguity. We recommend beginning learning goals with a phrase that makes it clear that students are expected to actively contribute to progressing towards a learning goal. For example, “through active engagement and completion of course activities, students will be able to…”

Example action verbs

Consider the following examples of verbs from different learning domains of Bloom’s Taxonomy . Generally speaking, items listed at the top under each domain are more suitable for advanced students, and items listed at the bottom are more suitable for novice or beginning students. Using verbs and associated skills from all three domains, regardless of your discipline area, can benefit students by diversifying the learning experience. 

For the cognitive domain:

• Create, investigate, design
• Evaluate, argue, support
• Analyze, compare, examine
• Solve, operate, demonstrate
• Describe, locate, translate
• Remember, define, duplicate, list

For the psychomotor domain:

• Invent, create, manage
• Articulate, construct, solve
• Complete, calibrate, control
• Build, perform, execute
• Copy, repeat, follow

For the affective domain:

• Internalize, propose, conclude
• Organize, systematize, integrate
• Justify, share, persuade
• Respond, contribute, cooperate
• Capture, pursue, consume

Often we develop broad goals first, then break them down into specific objectives. For example, if a goal is for learners to be able to compose an essay, break it down into several objectives, such as forming a clear thesis statement, coherently ordering points, following a salient argument, gathering and quoting evidence effectively, and so on.

State the conditions, if any, under which the behavior is to be performed. Consider the following conditions:

• Equipment or tools, such as using a laboratory device or a specified software application.
• Situation or environment, such as in a clinical setting, or during a performance.
• Materials or format, such as written text, a slide presentation, or using specified materials.

The level of specificity for conditions within an objective may vary and should be appropriate to the broader goals. If the conditions are implicit or understood as part of the classroom or assessment situation, it may not be necessary to state them. 

When articulating the conditions in learning outcomes, ensure that they are sensorily and financially accessible to all students.

Degree 

Degree states the standard or criterion for acceptable performance. The degree should be related to real-world expectations: what standard should the learner meet to be judged proficient? For example:

• With 90% accuracy
• Within 10 minutes
• Suitable for submission to an edited journal
• Obtain a valid solution
• In a 100-word paragraph

The specificity of the degree will vary. You might take into consideration professional standards, what a student would need to succeed in subsequent courses in a series, or what is required by you as the instructor to accurately assess learning when determining the degree. Where the degree is easy to measure (such as pass or fail) or accuracy is not required, it may be omitted.

Characteristics of effective learning outcomes

The acronym SMART is useful for remembering the characteristics of an effective learning outcome.

• Specific : clear and distinct from others.
• Measurable : identifies observable student action.
• Attainable : suitably challenging for students in the course.
• Related : connected to other objectives and student interests.
• Time-bound : likely to be achieved and keep students on task within the given time frame.

Examples of effective learning outcomes

These examples generally follow the ABCD and SMART guidelines. 

Arts and Humanities

Learning goals.

Upon completion of this course, students will be able to apply critical terms and methodology in completing a written literary analysis of a selected literary work.

At the end of the course, students will be able to demonstrate oral competence with the French language in pronunciation, vocabulary, and language fluency in a 10 minute in-person interview with a member of the teaching team.

Learning objectives

After completing lessons 1 through 5, given images of specific works of art, students will be able to identify the artist, artistic period, and describe their historical, social, and philosophical contexts in a two-page written essay.

By the end of this course, students will be able to describe the steps in planning a research study, including identifying and formulating relevant theories, generating alternative solutions and strategies, and application to a hypothetical case in a written research proposal.

At the end of this lesson, given a diagram of the eye, students will be able to label all of the extraocular muscles and describe at least two of their actions.

Using chemical datasets gathered at the end of the first lab unit, students will be able to create plots and trend lines of that data in Excel and make quantitative predictions about future experiments.

• How to Write Learning Goals , Evaluation and Research, Student Affairs (2021).
• SMART Guidelines , Center for Teaching and Learning (2020).
• Learning Taxonomies and Verbs , Center for Teaching and Learning (2021).

Atlas of Public Management

Characteristics of Good Learning Outcomes

Advice from the university of toronto centre for teaching support & innovation.

Good learning outcomes focus on the application and integration of the knowledge and skills acquired in a particular unit of instruction (e.g. activity, course program, etc.), and emerge from a process of reflection on the essential contents of a course. More specifically, good learning outcomes:

Are very specific , and use active language – and verbs in particular – that make expectations clear. This informs students of the standards by which they will be assessed, and ensures that student and instructor goals in the course are aligned. Where possible, avoid terms like understand, demonstrate, or discuss that can be interpreted in many ways.

Please see [bottom of Describing Learning Outcomes ] of for a list of useful verbs.

VAGUE OUTCOME By the end of the course, I expect students to increase their organization, writing, and presentation skills.

MORE PRECISE OUTCOME By the end of the course, students will be able to:

• produce professional quality writing
• effectively communicate the results of their research findings and analyses to fellow classmates in an oral presentation

VAGUE OUTCOME By the end of this course, students will be able to use secondary critical material effectively and to think independently.

MORE PRECISE OUTCOME By the end of this course, students will be able to evaluate the theoretical and methodological foundations of secondary critical material and employ this evaluation to defend their position on the topic.

• Should be flexible : while individual outcomes should be specific, instructors should feel comfortable adding, removing, or adjusting learning outcomes over the length of a course if initial outcomes prove to be inadequate.
• Are focused on the learner : rather than explaining what the instructor will do in the course, good learning outcomes describe knowledge or skills that the student will employ, and help the learner understand why that knowledge and those skills are useful and valuable to their personal, professional, and academic future.
• Are realistic , not aspirational: all passing students should be able to demonstrate the knowledge or skill described by the learning outcome at the conclusion of the course. In this way, learning outcomes establish standards for the course.
• Focus on the application and integration of acquired knowledge and skills: good learning outcomes reflect and indicate the ways in which the described knowledge and skills may be used by the learner now and in the future.
• Indicate useful modes of assessment and the specific elements that will be assessed: good learning outcomes prepare students for assessment and help them feel engaged in and empowered by the assessment and evaluation process.
• Offer a timeline for completion of the desired learning.

Each assignment, activity, or course might usefully employ between approximately five and ten learning outcomes; this number allows the learning outcomes to cover a variety of knowledge and skills while retaining a focus on essential elements of the course.

When writing your outcomes, keep in mind…

Learning outcomes should be SMART (TT):

• SPEAK TO THE LEARNER: learning outcomes should address what the learner will know or be able to do at the completion of the course
• MEASURABLE: learning outcomes must indicate how learning will be assessed
• APPLICABLE: learning outcomes should emphasize ways in which the learner is likely to use the knowledge or skills gained
• REALISTIC: all learners who complete the activity or course satisfactorily should be able to demonstrate the knowledge or skills addressed in the outcome
• TIME-BOUND: the learning outcome should set a deadline by which the knowledge or skills should be acquired;
• TRANSPARENT: should be easily understood by the learner; and
• TRANSFERABLE: should address knowledge and skills that will be used by the learner in a wide variety of contexts

The SMART(TT) method of goal setting is adapted from  Blanchard, K., & Johnson, S. (1981). The one minute manager. New York: Harper Collin

Source: http://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/characteristics-of-good-learning-outcomes/ , accessed 15 December 2015.

Page created by: Ian Clark, last modified on 15 December 2015.

Image: CTSI home page on 15 December 2015.

An introduction to writing effective learning outcomes

How to plan your teaching and prioritise what students need to learn.

Learning outcomes describe what students should be able to do by the end of a teaching session or course. They are related to, but different from, teaching aims, which instead describe broadly what the session or course is about and its overall purpose.

Writing learning outcomes can help you to plan your teaching, for example, by prioritising key learning points for the session or course and enabling you to plan your teaching across a session or course. You may also want to share learning outcomes with your students to help them to understand what they are meant to be learning.

Core principles of learning outcomes

Learning outcomes should:

• Avoid jargon.
• Use action verbs to describe what it is that students should be able to do during and/or at the end of a session or course. One way to ensure this is by completing the sentence: ‘By the end of the session students will be able to …’ (see the ‘Learning outcome verbs’ table later in this guide).
• Not be too numerous. This helps to avoid writing a list of ‘content to be covered’ and will also help you prioritise what students need to do.
• Be specific.

Examples of learning outcomes

All learning outcomes should include an action verb to describe what students should be able to do at the end of the session or course to demonstrate their learning. Two examples are provided below:

‘Describe qualitatively the relationships between risk factors and acute respiratory infections using data from published sources.’

‘Analyse the use of language and symbolism in Middle English poetry by close reading extracts of verse.’

Learning outcome verbs

This table lists some examples of action verbs which you may find helpful when writing learning outcomes for your session or course:

When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:

• learn the basics of
• be aware of
• have a good grasp of
• be interested in
• be familiar with
• realise the significance
• become acquainted with
• obtain a working knowledge of
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Information Literacy Toolkit: Resource for Teaching Faculty

• Learning Outcomes

Writing Learning Outcomes

• Introducing the UMD Libraries
• Finding a Research Question
• Finding Articles
• Finding Books
• Evaluating Information
• Artificial Intelligence
• Promotional Materials

• Objectives vs Outcomes
• Checklist for Outcomes

Structure of a Learning Outcome Statement:

• An  action  word that identifies the performance to be demonstrated
• A l earning statement  that specifies what learning will be demonstrated in the performance
• A broad statement of the  criterion  or standard for acceptable performance 

Characteristics of Good Learning Outcomes:

• Specify the level, criterion, or standard for the knowledge, skill, ability, or disposition that the learner must demonstrate
• Include conditions under which they should be able to demonstrate their knowledge, skills, abilities, or dispositions
• Contain active verbs using  Bloom's taxonomy
• Be measurable / assessable 
• Example of a poorly written outcome: At the end of the session, students will create a search strategy using Boolean operators and write a correctly formatted MLA citation for a scholarly article. 

"Learning objectives" and "learning outcomes" are often used interchangeably in the literature. In general, "objectives" are intended results or consequences of instruction, curricula, programs, or activities, while "outcomes" are achieved results or consequences of what was learned, i.e. evidence that learning took place. Objectives are often focused on teaching intentions and typically indicate the subject content that the teacher intends to cover. Learning outcomes, on the other hand, are more student-centered and describe the actions the learner should be able to take as a result of a learning experience. 

Learning Objective:  This workshop will cover background and method for writing learning objectives.

Learning Outcome:  At the end of this session, participants will be able to construct a learning outcome for an undergraduate course

• Are the outcomes written using action verbs to specify definite, observable behavior? OR Do they use vague or unclear language, such as "understand" or "comprehend"?
• Is it possible to collect accurate and measurable data for each outcome?
• Is it possible to use a single method to measure each outcome? 

Achievable/Actionable 

• Do the outcomes clearly describe and define the expected abilities, knowledge, and values of learners?
• Are the outcomes aligned with the mission, vision, values, and goals of the institution? program? course?
• Can the outcome be used to identify areas for improvement?
• Are learners at the center of the outcome, or does it focus on the teacher's behaviors?
• Is the language used to describe an outcome, not a process?

Timely/Timebound

• Can the outcome be assessed within the duration of the learning experience (course session, assignment, course, degree program, etc.)?
• How to Write Objectives and Outcomes Basics of writing learning outcomes. Includes information on how to clarify an "unclear outcome."
• Learning Outcomes: University of Connecticut Excerpt from "Assessment Primer: Goals, Objectives, and Outcomes." Quick overview of the basics of learning outcomes with a focus on course-level outcomes.
• Northern Illinois University Instructional Toolkit This guide is a brief compilation of teaching-related information from several sources, including instructional guidebooks from other institutions, journals, and contributions from master teachers and academic support units at Northern Illinois University. The guide is meant to be a quick reference and not a comprehensive source on teaching-related information.

3 Methods for Writing Learning Outcomes

• Bloom's Taxonomy
• ABCD Method
• Backwards Design

Bloom's Taxonomy forms the base of any learning outcome statement. The action verbs used in the taxonomy are measurable and discrete. Aim for learning outcomes that include skills that span across the pyramid. Although it is easy to focus on the foundations of "remember" and "understand," try to include at least one outcome that strives for "evaluation" or "creation." 

Vanderbilt University Center for Teaching (2015).  Bloom's Taxonomy .

• Teaching Guide for Bloom's Taxonomy: Vanderbilt University Overview of the original (1956) taxonomy and revised (2001) version.
• Bloom's Taxonomy Action Verbs Cheat Sheet One page handout including list of verbs for each level of the taxonomy.

Learning Outcome Statements can be written using the ABCD (audience, behavior, condition, and degree) method.  While the method is often directed at learning objectives, it can also be used to write learning outcomes. 

• A(udience) Who is the target audience? (e.g., " ENGL397 students will be able to..." )
• Should be both observable and measurable behaviors
• Should refer to action verbs that describe behaviors 
• C( ondition ) What are the conditions/constraints in which the learners will be expected to perform these tasks? (e.g., "At the end of the session" )
• D( egree ) How will the behavior need to be performed (e.g., " between primary and secondary sources ")

Learning Outcome: "At the end of the session, ENGL397 students will be able to distinguish between primary and secondary sources"

• ABCD Method: Maryland Faculty Online Three page overview of the ABCD method including specific examples.

Backwards Design is a method of instructional design which asks users to begin with the "end" - desired results, goals, or standards - and then build a curriculum from the "evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform" (Wiggins and McTighe). In short, it calls on teachers to identify learning outcomes as a first step and then build a lesson plan that works in service toward those goals. This process has three stages:

• Identify desired results:  establish curricular priorities by separating desired outcomes into three categories: (1) "Enduring Understanding,"  things you want learners to remember after they have forgotten everything else about the course, or concepts that have to be grasped before other knowledge can be gained (2) "Important to Know and Do," skills, methods, principles, and concepts without which learning would be incomplete (3) "Worth Being Familiar With, " things that can be covered if there is time, or may be covered adequately through supplementary material, such as tutorials or readings.
• Determine acceptable evidence : think about the evidence needed to document and validate that the desired learning outcomes have been achieved. Evidence should be collected over time and does not have to be entirely focused on an end of workshop activity. For example, if one of your goals is for students to learn how to problem-solve, give them an assessment that requires a demonstration of problem-solving skills (Vanderbilt University, Center for Teaching). 
• Plan learning experience and instruction:  once you have identified outcomes and assessment measures, decide how you will teach the concepts. Focus instruction around the "enduring understanding" concepts and "important to know and do." Only include the "worth being introduced to" when the other two categories are completely satisfied.
• Understanding by Design: Vanderbilt University Short and sweet overview of Understanding by Design by Wiggins and Tighe.
• Backward Design for Hybrid Instruction This interactive guide walks faculty through the 9 steps of Backward Design. It is oriented toward hybrid courses, but can be useful for any instructional designer.

Program & Institutional Learning Outcomes

• Nesting Learning Outcomes
• UMD Outcomes

Learning outcomes should build on one another. The learning outcomes you set for a particular session should contribute to the development of the course or unit outcomes, which build toward macro-level program and university-wide learning outcomes. Each of these learning outcomes should work in concert with one another, building towards the same set of goals, although individual outcomes will vary in specificity. 

Not every lesson, course, or unit outcome will address every program or institutional outcome. However, to build consensus among student learning, it is important that members of these large educational communities agree on learning outcomes. 

• Mission, Vision, and Values for Instruction Guiding Principles for UMD Libraries Instruction program.
• University-Wide Learning Outcomes for Undergraduates Provided by the Provost's Commission on Learning Outcomes Assessment. Includes specific information literacy outcomes.
• General Education Learning Outcomes by Course Learning outcomes for general education courses. Although it does not include specific information literacy outcomes, information literacy concepts are incorporated into the Academic and Professional Writing Program outcomes.
• Graduate-Level Learning Outcomes Assessment Efforts are being made to improve the graduate-level process and add learning outcomes.
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• Last Updated: Jun 25, 2024 11:46 AM
• URL: https://lib.guides.umd.edu/InfoLitToolkit

Learning Outcomes 101: A Comprehensive Guide

For those trying to figure out what are learning outcomes, its types, steps, and assessments, this article is for you. Read on to find out more about this guide in developing your teaching strategies.

Table of Contents

Introduction.

The relevance and applicability of learning outcomes extend to both the educators and the learners, providing the former with a clear teaching structure and the latter with expectations for their learning.

Defining Learning Outcomes

What are learning outcomes.

Learning outcomes are statements that describe the knowledge, skills, and attitudes that students should have after completing a learning activity or program. These outcomes articulate what students should know or be able to do as a result of the learning experience. This includes knowledge gained , new skills acquired , a deepened understanding of the subject matter , attitudes and values influenced by learning, as well as changes in behavior that can be applied in specific contexts.

Learning outcomes are statements that describe the knowledge, skills, and attitudes that students should have after completing a learning activity or program.

Learning outcomes also equip students with transferrable skills and knowledge. They provide a clear description of what the learner can apply in real-world contexts or in their further studies. This makes learning outcomes not only crucial in the academic setting but also in preparing learners for the workforce.

Differentiating Learning Outcomes from Learning Objectives

Learning objectives, learning outcomes.

On the other hand, learning outcomes are student-centered and focus on what the student is expected to learn and demonstrate at the end of a learning period. These are usually measurable and observable, making them useful tools for assessing a student’s learning progress and the effectiveness of a lesson or course.

Examples of Learning Outcomes

These specific learning outcomes are instrumental in steering the progress of students throughout their educational journey. They provide key alignment within the education system, ensuring that instructions, learning activities, assessments, and feedback are all constructed around accomplishing these predefined objectives.

3 Types of Learning Outcomes

1. knowledge outcomes.

This strand of learning outcomes is generally divided into two categories: declarative knowledge and procedural knowledge . Declarative knowledge outcomes evaluate the student’s aptitude to recollect and identify factual information , such as the capital city of a country. In contrast, procedural knowledge outcomes measure the student’s ability to utilize rules and processes fruitfully to solve problems , such as mathematical calculations. Thus, both these subsets form the bedrock of a student’s academic accomplishments.

2. Skill Outcomes

Skill outcomes are commonly split into two categories: generic skills and specific skills . Generic skills are transferable skills that can be used across various fields , such as communication or teamwork skills. Specific skills pertain to specific fields or jobs, such as the ability to use laboratory equipment correctly or the ability to compile code in a specific programming language.

3. Attitudinal Outcomes

Such outcomes play a significant role in shaping a student’s viewpoint and actions, both in the classroom and beyond. Attitudinal outcomes can reflect changes in attitudes, enhanced appreciation of alternate perspectives, or an inclination to engage with different individuals or groups.

Steps in Formulating Learning Outcomes

1. determine the knowledge, essential skills, and attitude expected.

For example, in a mathematics course, core skills that a student may need to develop could include solving linear equations, while key knowledge to be absorbed might involve grasping the principles of calculus.

2. Draft the Learning Objectives

At this juncture, educators start to formulate the objectives that guide the learning process. These objectives should be specific, measurable, attainable, relevant, and time-bound (SMART) to ensure they can effectively guide students’ learning.

3. Develop the Learning Outcomes

The third step in the process involves evolving these learning objectives into learning outcomes. Unlike objectives, which refer to goals that educators set for their students, learning outcomes refer to demonstrable skills or competencies that learners should exhibit upon the completion of a course or program. They are typically written from a learner’s perspective and are often accompanied by associated assessment criteria.

4. Write Clear and Achievable Outcomes

For example, an achievable outcome of an English course might be: “At the end of the course, students will be able to write a well-structured and clearly argued essay”.

5. Understand and Refine Learning Outcomes

Assessment of learning outcomes, regularly refine and revise the learning outcomes.

For instance, an English course’s prior outcome might be modified following a review to something like: “Upon completing the course, students will demonstrate their capability to write a well-structured persuasive essay with hardly any grammatical errors.”

Methods to Assess Learning Outcomes

Importance of consistent and fair assessments.

Consistency and fairness in assessments are not only important for accuracy, but also for promoting a positive learning environment. Assessments should be built around clear and measurable outcomes , and students should understand these outcomes ahead of time. This ensures that every student knows what they are expected to learn and how their learning will be measured.

Different Ways to Evaluate Learning Outcomes

The most common way to evaluate learning outcomes is through formative and summative assessments .

However, regardless of the type, all assessments must be developed with clear and direct alignment to learning outcomes.

Feedback as a Key Component in Evaluating Learning Outcomes

Through consistent, purposeful and tailored feedback, educators have the power to steer their students’ learning trajectory towards achieving desired outcomes. It’s a navigational tool that informs students’ journey in gaining new knowledge and honing skills that are in sync with envisioned learning outcomes.

Impacts and Challenges of Learning Outcomes

Learning outcomes: proven catalysts in students’ upward progression.

Learning outcomes also fuel learners’ confidence and desire to learn. They provide incremental milestones towards the ultimate goal, enabling learners to revel in frequent success and thus perpetuate a positive feedback loop. This heightened morale becomes a natural motivator that drives persistent learning endeavors.

Challenges in Implementing Learning Outcomes

The formulation of learning outcomes itself is a complex process that demands a deep understanding of the domain of learning. It is crucial to balance the need for specificity of outcomes, with the breadth and richness of the learning experience. Getting this balance right can be a painstaking process.

Overcoming Challenges

Professional development programs , workshops, and training can be helpful in honing faculty’s skills for creating and implementing effective learning outcomes. These programs can also be used to foster a shared understanding of the purpose and role of learning outcomes.

However, it’s essential to consider the challenges that might be encountered in this process. Notwithstanding these challenges, the potential benefits of learning outcomes to students’ educational progress present them as a crucial factor in the quest for enhanced education quality.

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• Developing Learning Activities
• CORE 101 & 301
• Librarian Teaching & Learning Lunch

Can you show them all the library resources? I just need them to be able to use the databases. Can you talk to them about citing sources?

                                       --instructors everywhere

It can be easy to build a class around these typical show-them-how-to requests, but meaningful information literacy education will only take place by shifting the question from What do I want to show students?  to What do I want students to be able to do?  That's all a learning outcome is--your educational hope for your students. 

Learning outcomes can be expressed as knowledge, skills, or attitudes you hope students will gain. A good learning outcome is

• measurable or judge-able.
• clear to the students, faculty, and librarian.
• appropriate in scale to the situation/class.
• integrated, developmental, and transferable.

Although there is no one agreed upon definition of learning outcomes among all educators, the following outcome formula is relatively standard in information literacy education circles. 

Observable Behavior:  Begin with a verb that reflects the desired skill and appropriate cognitive level. Select verbs that are measurable, observable or "judge-able." Use Bloom's Taxonomy (either the original or revised ) as a source of verbs to creative your learning outcomes.

In Order To:  Serves as a bridge bridge between the behavior and the rationale.

Reason Why:   Describes the way the student will apply the ability. It creates relevance and connection for the student.

Here are a few examples of the outcomes formula in action:

• Students will develop website evaluation criteria in order to identify information sources appropriate to their research.
• Students will demonstrate the use of Boolean operators in order to develop effective search statements.
• Students will distinguish between primary and secondary research in order to identify primary research articles. 
• Students will select subject-specific databases in order to locate relevant research.
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• School Education /

Learning Outcomes in Teaching: Types, Benefits and Characteristics  

• Updated on  
• Jan 3, 2024

Learning outcomes in teaching refer to specific, measurable statements that articulate what students are expected to know, understand, or be able to do after completing a course, module, or lesson. They serve as clear benchmarks for educators, providing a framework to design curriculum, assessments, and instructional strategies. Learning outcomes offer students a transparent view of what is expected of them and what they can expect to gain from their educational experience. They play a vital role in assessing and evaluating a student’s progress and achievement in a structured and objective manner. In this blog, you will learn the types of learning outcomes, how to write learning outcomes, characteristics, and more. 

Table of Contents

• 1 Types Of Learning Outcomes in Teaching
• 2 Why Develop Learning Outcomes in Teaching?
• 3.1 Start with an Action Verb
• 3.2 Specify the Performance
• 3.3 Include the Condition (if necessary)
• 3.4 State the Criteria for Success
• 3.5 Consider the Student and Level
• 3.6 Align with Course Objectives and Goals
• 3.7 Ensure Measurability
• 3.8 Prioritize Key Concepts and Skills
• 3.9 Revise and Review
• 4 Characteristics of Good Learning Outcomes in Teaching

Types Of Learning Outcomes in Teaching

There are 5 types of learning outcomes in teaching: 

• Intellectual Skills: These refer to the ability of a student to apply critical thinking, analysis, and problem-solving in a particular subject or context. It involves the capacity to reason, evaluate evidence, make judgments, and generate creative solutions.
• Cognitive Strategies: This type of learning outcome pertains to the techniques and methods students employ to acquire, retain, and retrieve information. It encompasses skills such as effective study habits, memory strategies, and techniques for processing and organizing information.
• Verbal Information: This involves the acquisition and comprehension of knowledge presented in written or spoken form. It includes understanding and recalling facts, concepts, theories, and other information that can be communicated through language.
• Motor Skills: Motor skills refer to the physical abilities and coordination required to perform specific tasks or activities. This type of learning outcome is often relevant in fields like sports, fine arts, or any discipline that involves hands-on, practical application.
• Attitude: Attitude-based learning outcomes focus on the development of a student’s values, beliefs, and perspectives. It encompasses qualities like ethical reasoning, cultural sensitivity, teamwork , and adaptability, which are essential for personal and professional growth.

Also Read: How to Become a Cognitive Psychologist?

Why Develop Learning Outcomes in Teaching?

Developing learning outcomes in Teaching is beneficial because of the following reasons: 

• Clarifies Goals and Expectations: Learning outcomes provide a clear and specific description of what students are expected to achieve by the end of a course or educational program. This clarity helps both educators and students understand the intended goals of the learning experience.
• Guides Curriculum Design: Outcomes serve as a framework for designing the curriculum. They help educators select appropriate content, instructional methods, and assessment strategies that align with the desired learning objectives.
• Informs Assessment Practices: Learning outcomes guide the creation of assessments, ensuring that they accurately measure whether students have achieved the intended goals. This leads to more meaningful and reliable assessments.
• Promotes Accountability: Clearly defined outcomes hold educators accountable for their teaching practices. They provide a basis for evaluating the effectiveness of instruction and identifying areas for improvement.
• Facilitates Communication: Learning outcomes provide a common language for educators, students, and stakeholders to discuss and understand the purpose and value of a course or program. This promotes effective communication and collaboration.
• Supports Program Evaluation: Learning outcomes are essential for assessing the overall effectiveness of an educational program. They enable institutions to measure student achievement and make informed decisions about program improvements.
• Ensures Alignment with Educational Goals: Learning outcomes help ensure that individual courses or modules align with the broader educational goals and mission of an institution. This coherence contributes to a cooperative and cohesive educational experience for students.

Also Read: Communication Skills For Professionals

How to Write Learning Outcomes in Teaching?

Writing effective learning outcomes is important for guiding instruction and assessing a student’s achievement. Here’s a step-by-step guide on how to write learning outcomes in teaching:

Start with an Action Verb

Begin each learning outcome with a clear and specific action verb that describes what the learner will be able to do. Use verbs like “demonstrate,” “analyze,” “create,” “apply,” etc. This sets the tone for the expected performance.

Specify the Performance

Clearly state what the student is expected to perform. This should be observable and measurable. Avoid vague or subjective terms.

Include the Condition (if necessary)

Sometimes, you may need to specify the conditions under which the performance is expected. For example, “Given a set of data” or “Using a specific software program.”

State the Criteria for Success

Describe how well the student must perform to meet the desired outcome. This could involve accuracy, speed, quality, or other relevant criteria.

Consider the Student and Level

Change the learning outcome to the level of the students and their prior knowledge. Ensure that it’s appropriate for their developmental stage or educational level.

Align with Course Objectives and Goals

Ensure that the learning outcome supports the broader goals of the course or program. It should contribute to the overall educational objectives.

Ensure Measurability

Learning outcomes should be measurable so that you can assess whether they have been achieved. This might involve assessments, tests, projects, or observations.

Prioritize Key Concepts and Skills

Focus on the most important concepts or skills that you want students to gain from the learning experience.

Revise and Review

Take time to review and refine your learning outcomes. Seek feedback from colleagues or educational experts to ensure they are correct.

Also Read: How to Become a Teacher?

Characteristics of Good Learning Outcomes in Teaching

Here are the characteristics of good learning outcomes in teaching:

• Realistic within the given context and resources
• Aligned with the overall goals and objectives of the course or program
• Associated with a clear timeline or deadline for achievement
• Easily understood and stated in a straightforward manner
• Focus on what the student will gain or be able to do
• Describe what the student will demonstrate or perform
• Match the cognitive or skill level of the students
• Connect directly to the evaluation methods used
• Allow for adaptation based on individual student needs and abilities
• Have practical value and relevance beyond the classroom

Find more informative blogs for teachers below:

Learning outcomes in teaching refer to specific, measurable statements that articulate what students are expected to know, understand, or be able to do after completing a course, module, or lesson.

There are 5 types of learning outcomes in teaching.

Here are the characteristics: 1. Realistic within the given context and resources 2. Aligned with the overall goals and objectives of the course or program 3. Associated with a clear timeline or deadline for achievement 4. Easily understood and stated in a straightforward manner

Follow Leverage Edu for more interesting and informative articles on school education .

Damanpreet Kaur Vohra

Daman is a creative and enthusiastic writer who loves to create well researched and impactful content for students willing to pursue higher studies abroad, from universities, courses and exams to writing fun blogs for students abroad.

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Writing Student Learning Outcomes

Student learning outcomes state what students are expected to know or be able to do upon completion of a course or program. Course learning outcomes may contribute, or map to, program learning outcomes, and are required in group instruction course syllabi .

At both the course and program level, student learning outcomes should be clear, observable and measurable, and reflect what will be included in the course or program requirements (assignments, exams, projects, etc.). Typically there are 3-7 course learning outcomes and 3-7 program learning outcomes.

When submitting learning outcomes for course or program approvals, or assessment planning and reporting, please:

• Begin with a verb (exclude any introductory text and the phrase “Students will…”, as this is assumed)
• Limit the length of each learning outcome to 400 characters
• Exclude special characters (e.g., accents, umlats, ampersands, etc.)
• Exclude special formatting (e.g., bullets, dashes, numbering, etc.)

Writing Course Learning Outcomes Video

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Steps for Writing Outcomes

The following are recommended steps for writing clear, observable and measurable student learning outcomes. In general, use student-focused language, begin with action verbs and ensure that the learning outcomes demonstrate actionable attributes.

1. Begin with an Action Verb

Begin with an action verb that denotes the level of learning expected. Terms such as know , understand , learn , appreciate are generally not specific enough to be measurable. Levels of learning and associated verbs may include the following:

• Remembering and understanding: recall, identify, label, illustrate, summarize.
• Applying and analyzing: use, differentiate, organize, integrate, apply, solve, analyze.
• Evaluating and creating: Monitor, test, judge, produce, revise, compose.

Consult Bloom’s Revised Taxonomy (below) for more details. For additional sample action verbs, consult this list from The Centre for Learning, Innovation & Simulation at The Michener Institute of Education at UNH.

2. Follow with a Statement

• Identify and summarize the important feature of major periods in the history of western culture
• Apply important chemical concepts and principles to draw conclusions about chemical reactions
• Demonstrate knowledge about the significance of current research in the field of psychology by writing a research paper
• Length – Should be no more than 400 characters.

*Note: Any special characters (e.g., accents, umlats, ampersands, etc.) and formatting (e.g., bullets, dashes, numbering, etc.) will need to be removed when submitting learning outcomes through HelioCampus Assessment and Credentialing (formerly AEFIS) and other digital campus systems.

Revised Bloom’s Taxonomy of Learning: The “Cognitive” Domain

To the right: find a sampling of verbs that represent learning at each level. Find additional action verbs .

*Text adapted from: Bloom, B.S. (Ed.) 1956. Taxonomy of Educational Objectives: The classification of educational goals. Handbook 1, Cognitive Domain. New York.

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Examples of Learning Outcomes

Academic program learning outcomes.

The following examples of academic program student learning outcomes come from a variety of academic programs across campus, and are organized in four broad areas: 1) contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4) research and communication.

Student learning outcomes for each UW-Madison undergraduate and graduate academic program can be found in Guide . Click on the program of your choosing to find its designated learning outcomes.

This is an accordion element with a series of buttons that open and close related content panels.

Contextualization of Knowledge

Students will…

• identify, formulate and solve problems using appropriate information and approaches.
• demonstrate their understanding of major theories, approaches, concepts, and current and classical research findings in the area of concentration.
• apply knowledge of mathematics, chemistry, physics, and materials science and engineering principles to materials and materials systems.
• demonstrate an understanding of the basic biology of microorganisms.

Praxis and Technique

• utilize the techniques, skills and modern tools necessary for practice.
• demonstrate professional and ethical responsibility.
• appropriately apply laws, codes, regulations, architectural and interiors standards that protect the health and safety of the public.

Critical Thinking

• recognize, describe, predict, and analyze systems behavior.
• evaluate evidence to determine and implement best practice.
• examine technical literature, resolve ambiguity and develop conclusions.
• synthesize knowledge and use insight and creativity to better understand and improve systems.

Research and Communication

• retrieve, analyze, and interpret the professional and lay literature providing information to both professionals and the public.
• propose original research: outlining a plan, assembling the necessary protocol, and performing the original research.
• design and conduct experiments, and analyze and interpret data.
• write clear and concise technical reports and research articles.
• communicate effectively through written reports, oral presentations and discussion.
• guide, mentor and support peers to achieve excellence in practice of the discipline.
• work in multi-disciplinary teams and provide leadership on materials-related problems that arise in multi-disciplinary work.

Course Learning Outcomes

• identify, formulate and solve integrative chemistry problems. (Chemistry)
• build probability models to quantify risks of an insurance system, and use data and technology to make appropriate statistical inferences. (Actuarial Science)
• use basic vector, raster, 3D design, video and web technologies in the creation of works of art. (Art)
• apply differential calculus to model rates of change in time of physical and biological phenomena. (Math)
• identify characteristics of certain structures of the body and explain how structure governs function. (Human Anatomy lab)
• calculate the magnitude and direction of magnetic fields created by moving electric charges. (Physics)

Additional Resources

• Bloom’s Taxonomy
• The Six Facets of Understanding – Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed.). ASCD
• Taxonomy of Significant Learning – Fink, L.D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Jossey-Bass
• College of Agricultural & Life Sciences Undergraduate Learning Outcomes
• College of Letters & Science Undergraduate Learning Outcomes

Student Learning Outcomes Course Reflection Essay Example

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Course Reflection: Essay Introduction

The chosen course proved a positive experience for students due to the achievement of an appropriate study atmosphere and the establishment of beneficial student-teacher relationships. Attaining the study group’s confidence permitted instituting a functional feedback mechanism, which allowed those in attendance to demonstrate their grasp of the learned material and give recommendations on bettering the course based on personal experience. Consequently, Student Learning Outcomes were sufficiently achieved, leaving both learners and their lector satisfied with the pupils’ level of attained knowledge and competencies.

Despite the overall success of the course, there remain choice aspects of it that require additional work and improvement to receive even better results. Unpredictable external circumstances, such as weather conditions, resulted in the loss of class time and, therefore, leaving the last chapter uncovered. The acquirement procedure for the e-book access code was not perfected, with numerous pupils opting not to attain it, which made the use of the Marketing Lab troublesome. Additionally, revisiting the length of Exam 1 is necessary due to the difficulty that the majority of students experienced with its timely completion.

Resolving these issues, as well as other minor problems noted over the length of the course, requires addressing their origins. To make the Marketing Lab a more significant part of the learning process, more homework could be assigned from it, integrating questions from the textbook that were not covered in class. Additionally, this would effectively compel students to procure and use the e-book access code. The inclusion of more case studies in the course would also be a useful strategy, which may permit learners to achieve a more profound and hands-on understanding of course material.

Paying increased attention to the ongoing pupils’ assessment becomes crucial under these conditions, making journal entries a viable tactic when checking their comprehension of material after each chapter. Permitting students to include their possible questions in these entries would make working with learners easier through creating facilitated lines of communication. Therefore, considering all of these changes, revising the length of Exam 1 and re-assessing its weight in the overall course evaluation process becomes a necessary step. This change would contribute to the achievement of a balanced grading system that would adequately reflect the work done by students throughout their learning process.

The Effect of Professional Development on Education

The success of the course may be linked to the effort put into professional development, which permits perfecting the teaching process to achieve better learning outcomes. Attending Blackboard and Digital Measures training made gaining a mastery of teachers’ resources and integrating them to the best of their use possible within the classroom setting. Additionally, the ITCL Symposium helped achieve a better understanding of course material and how it could be taught, the presentation on product development having become part of the classroom lectures. The participation in coaching and symposiums, therefore, not only presented a chance for sufficient professional growth but also permitted apperceiving additional educational materials.

Implementing modern educational methods, which integrate the benefits of new technologies inside a traditional classroom setting, makes possible the attainment of previously unreachable goals through a combined teaching approach. In this aspect, Blackboard training may claim the most significant impact on the quality of provided schooling since it helped improve the continuity of the educational process through the demonstration of useful virtual teaching techniques.

The benefit of learning through Blackboard is evident due to the possibility of pacing the internet-based learning process, making the received training self-controlled, even if based around deadlines. During training, these aspects proved decisive as there was no need for extensive traveling, providing all the necessary information in one easily accessible place.

This advantage may be carried over successfully into the learning process, either providing the educator with an additional platform for student-teacher communication or presenting a chance for a changeover into entirely internet-based learning. For pupils, this transition could mean heightened educational autonomy when planning their time, which may be a crucial additional professional skill.

Evaluating Results and Setting Future Goals

Despite the positive impact of these provided chances for training, the brevity of the Faculty Annual Evaluation, which lasted one semester, poses significant issues to creating a continuous process of staff education. Additionally, the narrowness of the chosen courses’ topics, as well as their limitation to an in-house setting, poses a significant hindrance in achieving better professional results.

While a modernized approach to education, which focuses on the integration of technological advancements inside the classroom, may be beneficial to modern students’ understanding of the material, this attitude could be detrimental to traditional conceptions. However, as exercises and symposiums retain certain limitations, disputing the significant benefits that they provide to educators is not possible.

These current developments are a positive step towards achieving a better level of faculty performance, creating competent teachers that in turn can produce exceptional students. Advancing the already obtained results may be possible through continuing to provide employees with not only the possibility of professional growth but also presenting them with a broader variety of educational options and topics.

However, setting future goals for development based on the already achieved results becomes viable when considering the significant impact already imparted on the teaching staff. Therefore, setting goals for the coming year that pertain to expanding virtual education and developing online collaboration becomes appropriate and necessary for the continuation of staff growth. Taking additional steps to increase the provided variety of subjects, as well as the types of training offered, such as conferences and workshops, could present a chance to secure a steady reinforcement of teachers’ competencies. Since the already achieved results in educators’ training may be considered an accomplishment, this success should be supported and augmented.

Setting SMART Goals

It may be crucial to keep in mind that the process of education should equally benefit both students and teachers. To continue achieving excellent results and presenting pupils with the chance to learn from the best version of their educator it is necessary to keep giving adequate attention to self-improvement. Therefore, it becomes essential to outline specific SMART goals that are quantifiable and rely on accurate and measurable pre-determined goals that can be attained in a set time and may, therefore, be called realistic.

Predominantly, these SMART goals should be oriented towards developing professional competencies that may help teach management and marketing courses, as these subjects remain primarily taught courses. Attending two new specialized development courses, specifically tailored for those who teach marketing or management before the end of the next year could be a viable betterment option.

Another goal would be carrying out extra research on marketing tactics and management techniques before the start of the next semester and compiling the findings into ten cases for each course for students to solve. Personally forming these cases would permit creating not only a prerequisite for professional development through a study of modern practices but also provide learners with a unique and challenging educational experience.

Considering the assistance provided by technology, it may be necessary, as an educator, to continue integrating online resources into the education process. This aspiration makes mastering a new educational platform before the end of this semester essential objective, the success of which may be measured by the transfer of learning materials to the more modern program. Conducting at least two online examinations or assessments of pupils in the next semester is, therefore, an interdependent and reasonably achievable goal.

Additionally, it is necessary to integrate a virtual system of journal entries that would allow analyzing learners’ competencies as well as their acquired knowledge. Therefore, making journal entries a part of the next marketing and management courses could be an important SMART goal that may prove essential to stimulate students’ reflection regarding the courses’ goals. Incorporating modern technologies into the learning process should prove beneficial for learners who will seek employment in future job markets, which may have heightened expectations regarding the interdisciplinary skills of their staff.

These outlined short-term SMART goals are aimed at developing both professional and personal qualities in pupils and their educator alike. Consequently, the final goal should be related to receiving feedback from learners in both courses, which requires devising a communication from before the end of the current semester and making it accessible online. An omnipresent educational objective, therefore, is making sure that pupils feel confident and secure enough to communicate their possible grievances and suggestions.

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IvyPanda. (2020, December 9). Student Learning Outcomes. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/

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IvyPanda . (2020) 'Student Learning Outcomes'. 9 December.

IvyPanda . 2020. "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

1. IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

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Shaping a Positive Learning Environment

Several years ago, American surgeon, author, and public health researcher Atul Gawande experimented with using a two-minute checklist in operating rooms in eight different hospitals. One unexpected result was that a round of team-member introductions before surgery lowered the average number of surgical complications by 35%. Learning names and building a positive environment at the outset of this short-term medical community experience made huge impacts on their ability to function effectively together. How might we apply this and other community-building principles to establish positive learning environments that facilitate student learning?

Learning is an emotional process—we feel excitement when learning a new skill, embarrassment about mistakes, and fear of being misunderstood. Fostering positive emotions in your classroom will motivate students to learn, while negative emotions such as stress and alienation will inhibit their learning.

Research tells us students learn better when they are part of a supportive community of learners. When you create a positive learning environment where students feel accepted, seen, and valued, they are more likely to persist in your course, in their majors, and at the university.

In How Learning Works: Seven Research-Based Principles for Smart Teaching , Susan Ambrose et al. address the many and complex factors that influence learning environments, including intellectual, social, emotional, and physical (2010).

They offer a few key takeaways for educators:

Learning doesn’t happen in a vacuum. Your classroom community is made up of individuals with diverse identities, backgrounds, and experiences; the act of learning is intertwined with a variety of socioemotional influences.

Classroom climate is determined by both intentional and unintentional actions, and by both explicit and implicit messages. And their impact on students is not always obvious. Seemingly well-meaning or unimportant choices and remarks can have unintended effects on student learning.

The good news: You have more control over the learning environment in your courses than you might guess. If you know how learning environments influence student learning, you can employ a variety of strategies to consciously shape a welcoming and inclusive classroom.

Sense of Belonging in College

In a welcoming and inclusive classroom, students are more likely to feel a sense of belonging . A sense of belonging is a basic human need. That is,  everyone  needs to belong. In the college context, sense of belonging refers to whether or not students feel respected, accepted, valued, included, cared for, and that they matter—in your classroom, at the university, or in their chosen career path (Strayhorn, 2012).

Although everyone needs to belong, students’ feelings of comfort in your class largely depends on their identities and experiences (Strayhorn, 2012; Walton & Cohen, 2007). Being the only student, or one of a few, of a particular identity group can lead students to feel detached, apathetic, or reluctant to participate. They may feel marginalized by the course content or by other students’ comments.

Indeed, research shows that minoritized students tend to report a lower sense of belonging than their peers (Johnson et al., 2007; Strayhorn, 2008a). Academic performance or preparation can also raise or lower students’ perceived sense of belonging (Hoops, Green, Baker, & Hensley, 2016; Strayhorn, 2008b; Zumbrunn, McKim, Buhs, & Hawley, 2014). Particularly for minoritized students, academic struggle can be internalized as a sign that they do not belong (Walton & Cohen, 2007).

Research by DeSurra and Church in 1994 provides a spectrum for understanding learning environments that ranges from explicitly marginalizing, where the course climate is openly hostile and cold, to explicitly centralizing, where multiple perspectives are validated and integrated into the course. While this particular research was based on sexual orientation, the earliest research on learning environments—the “chilly climate studies”—focused on gender and had similar findings (Hall, 1982; Hall & Sandler, 1984; and Sandler & Hall, 1986). These early studies demonstrated that marginalization of students does not require an openly hostile environment. Rather, the accumulation of microaggressions alone can adversely impact learning. Later studies showed similar effects based on the race and ethnicity of students (Hurtado et al., 1999; Watson et al., 2002).

Diversity and Inclusion 

Students, like all of us, are complex human beings—they have a gender, race, class, nationality, sexual orientation, and other axes of identity. These overlapping identities mean that an individual may face multiple barriers at once to feeling welcome in your class. Rather than thinking your course should support “a” student of color or “a” student with a disability, craft a learning environment that is welcoming to as many students—and their complexities—as possible. 

Students struggling with sense of belonging are less engaged. They may sit in the back of class, be inattentive during lecture, or avoid participation in discussion or group activities. They may even skip class or show up late more often than others. However, sense of belonging is not static but dynamic, and it can fluctuate with transitions from class to class, year to year, or situation to situation. For example, a student who feels they belong in your course today may suddenly doubt they belong if they score poorly on an exam tomorrow. Therefore, it is important to continually observe students’ behavior and support their belonging throughout the term.

Sense of belonging affects students’ academic engagement and motivation, as well as their emotional wellbeing. The bottom line is this: Students who feel they belong are more likely to succeed.

For more insight into college students’ sense of belonging, watch this engaging TEDx talk by Ohio State professor Dr. Terrell Strayhorn.

In Practice

You want all students to feel they belong in your course. What concrete strategies can you use to shape a positive learning environment?

Set a positive tone from the start

Simple efforts to establish a welcoming atmosphere in the early days and weeks of class can help students feel more comfortable, included, and confident.

Use positive language in your syllabus . Your syllabus is the first impression students have of your course. Framing policies and expectations in friendly and constructive language, rather than with strong directives or punitive warnings, can increase students’ comfort.

Get to know students and help them get to know each other . On the first day, ask students their preferred names and pronouns and facilitate icebreaker activities to build community. Use Namecoach in CarmenCanvas to have students record the pronunciation of their names and set their pronouns. Surveys and polling, such as through Top Hat , are great ways to informally assess students’ motivations, learning goals, and prior knowledge early in the course.

Be warm, friendly, and present . Greet students when they enter the class, make yourself available before and after class, and set up office hours. Share your enthusiasm about the course and relevant personal experience—this can humanize you and increase students’ connection to the material.

Share positive messages about student success . Show students you believe in their capacity to succeed. Avoid negative statements such as, “Only 1 in 4 of you will pass this class.” Instead, normalize academic struggle and assure students they can master difficult content with effort.

Online Instructor Presence

Strong instructor presence in online courses has been shown to increase participation, facilitate knowledge acquisition, and foster a healthy learning community. When teaching online, you can make meaningful connections to students through video introductions, online office hours, and regular and planned communication. Read more about online instructor presence .

Foster open discourse and communication

Meaningful class discourse requires more than a friendly demeanor. Be prepared to address complex issues, difficult questions, and conflict in collaborative ways.

Develop a classroom agreement . Involve students explicitly in shaping the learning environment. Help them craft a (potentially living) document that outlines community norms and ground rules for respect, civil discourse, and communication.

Resist “right” answers . Encourage discussion that promotes critical thinking rather than simple consensus. Invite students to offer their perspectives before sharing your own, and guide them to consider multiple viewpoints and avenues to solving problems.

Respond to classroom conflict . Consider how you will frame controversial content or “hot topics” in your course. Rather than avoiding these conversations, plan in advance how to facilitate a productive and civil discussion. Refer students back to the ground rules they laid out in the classroom agreement. See Calling in Classroom Conflict for more information. 

Get feedback from students . Provide opportunities for students to give frequent anonymous feedback on your course—and show you value their input by acting on it. Surveys or exit slips, in addition to conventional midterm feedback, can bring to light issues that affect students’ sense of belonging or inhibit their learning.

Create an inclusive environment

Embrace multiple perspectives, ways of learning, and modes of expression so all students feel included and supported.

Choose inclusive course content . Do the authors of your course materials represent the spectrum of identities of people in your field? Of students in your class? Who is depicted in the readings and videos you assign? Include course material representing diverse identities, perspectives, and experiences to help all students connect to your content.

Use a variety of teaching methods . Incorporate multiple strategies that appeal to various abilities and preferences: lecture, whole-group and small-group discussion, think-pair-share, in-class writing exercises, case studies, role-playing, games, technology tools, and more. And don’t limit yourself to conventional “texts”—film and video, podcasts, and guest lectures are all engaging ways to present content.

Provide assignment options . Support student success by offering multiple modes to complete assignments. Options range from traditional, such as papers, presentations, and posters, to creative, such as websites, blogs, infographics, games, videos, and podcasts. Allow both individual and group work options, when feasible.

Make space for differing participation . Fear of being called on can hinder students’ comfort and motivation. Encourage, but don’t force, participation during in-class discussions, and acknowledge introverted students when they contribute. Consider alternate ways students can share ideas, such as via written reflections, online discussion posts, and lower-pressure think-pair-shares. Giving students time to reflect on “big questions” before discussion can also increase their confidence to speak up.

Organize your course to support students

The structure and content of your course, in addition to how you deliver it, are key to creating a supportive course climate.

Communicate learning outcomes . Being explicit about what you want students to do—and why it matters—can increase their motivation. Discuss the purpose of your course and its relevance to their lives, tell them what you will cover at the beginning of each class, and share a rationale for all assignments.

Be transparent and efficient with grading . Create student-friendly rubrics that lay out clear expectations for all assignments. Grade and return student work in a timely manner, with actionable feedback that helps them understand their progress and areas for improvement.

Ensure course materials are accessible . When content is accessible , students with vision, auditory, motor, and cognitive disabilities can successfully navigate, use, and benefit from it. Using heading structures in documents, providing alternate text for images, and captioning videos are a few practices that make your course material accessible, as well as more clear and user-friendly for everyone.

Share resources . In addition to extended material on your course subject, link students to helpful resources for mental health, stress, and learning assistance.

Carmen Common Sense

Consult Carmen Common Sense , a student-authored list of ten solutions to a student-friendly course, to learn how to build a supportive learning environment in Carmen.

Icebreaker Activities

Tips for learning student names, addressing offensive comments in class.

Students are more likely to succeed in positive learning environments where they feel a sense of belonging.

There is no singular or perfect learning environment. Every class you teach is a unique community made up of individuals with diverse identities, backgrounds, and experiences. A number of strategies can help you foster a classroom climate that is welcoming, inclusive, and responsive to their needs.

Set a positive tone from the start through your syllabus, community-building activities, a warm demeanor, and constructive messages about student success.

Foster open discourse and communication through classroom agreements, addressing complex issues and conflict productively, and collecting regular feedback from students.

Create an inclusive environment by choosing diverse and representative course material, using a variety of teaching methods, and providing options for assignments and participation.

Organize your course to support students by making your goals, rationale, and expectations for the course and assignments clear, ensuring materials are accessible, and providing resources to support students’ wellbeing.

• Office of Diversity and Inclusion (website)
• Teaching for Racial Justice (website)
• Classroom Climate: Creating a Supportive Learning Environment (website)
• Encouraging a Sense of Belonging (video)
• Namecoach for Instructors (guide)

Learning Opportunities

Ambrose, S. A., & Mayer, R. E. (2010).  How learning works: seven research-based principles for smart teaching . Jossey-Bass.

DeSurra, C. J., & Church, K. A. (1994). Unlocking the Classroom Closet Privileging the Marginalized Voices of Gay/Lesbian College Students . Annual Meeting of the Speech Communication Association, New Orleans, LA. Distributed by ERIC. https://eric.ed.gov/?id=ED379697

Hall, R. (1982). A classroom climate: A chilly one for women?. Association of American Colleges. https://eric.ed.gov/?id=ED215628

Hall, R., & Sandler, B. (1984). Out of the classroom: A chilly campus climate for women?. Association of American Colleges. https://eric.ed.gov/?id=ED254125

Hoops, L. D., Green, M., Baker, A., & Hensley, L. C. (2016, February). Success in terms of belonging: An exploration of college student success stories. The Ohio State University Hayes Research Forum, Columbus, OH.

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ERIC Clearinghouse on Higher Education in cooperation with Association for the Study of Higher Education. The George Washington University. https://eric.ed.gov/?id=ED430514

Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups.  Journal of College Student Development ,  48 (5), 525–542. https://doi.org/10.1353/csd.2007.0054

Sandler, B., & Hall, R. (1986). The campus climate revisited: Chilly for women faculty, administrators, and graduate students. Association of American Colleges. https://eric.ed.gov/?id=ED282462

Strayhorn, T. L. (2008). Sentido de Pertenencia: A hierarchical analysis predicting sense of belonging among Latino college students.  Journal of Hispanic Higher Education ,  7 (4), 301–320. https://doi.org/10.1177/1538192708320474

Strayhorn, T. L. (2009). Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?  NASPA Journal ,  45 (4).  https://doi.org/10.2202/0027-6014.2009

Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement.  Journal of Personality and Social Psychology ,  92 (1), 82–96. https://doi.org/10.1037/0022-3514.92.1.82

Watson, L. W., Person, D. R., Rudy, D. E., Gold, J. A., Cuyjet, M. J., Bonner, F. A. I., … Terrell, M. C. (2002).  How Minority Students Experience College: Implications for Planning and Policy . Stylus Publishing.

Whitt, E. J., Edison, M. I., Pascarella, E. T., Nora, A., & Terenzini, P. T. (1999). Women's perceptions of a "chilly climate" and cognitive outcomes in college: Additional evidence.  Journal of College Student Development, 40 (2), 163–177. https://eric.ed.gov/?id=EJ590847

Zumbrunn, S., Mckim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study.  Instructional Science ,  42 (5), 661–684. https://doi.org/10.1007/s11251-014-9310-0

Related Teaching Topics

Creating an inclusive environment in carmenzoom, supporting student learning and metacognition, search for resources.

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Learning outcomes

After studying this course, you should be able to:

understand what writing an assignment involves

identify strengths and weaknesses

understand the functions of essays and reports

demonstrate writing skills.

FATIN AFIQAH

Characteristics of a good course learning outcome.

There are four criteria of a good CLO namely:

• each course will usually have between 3 to 5 major outcomes
• should be written in clear language and in the future tense
• these outcomes should be the same across courses with the same code
• begin with an action verb such as (write, install, solve, and apply)

Three (3) components of CLO either the combination of:

A: Audience

B: Behavior/ verb

C: Condition

D: Degree/ standard

At the end of the course, students should be able to evaluate the quality of two examination papers for Multiple Choice Question and Essay Question based on Classical Test Theory Analysis.

* Adapted from BC4DCP course by Assoc. Prof. Dr. Adibah

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