demonstrate their…
outcomes written to enable students
to demonstrate knowledge/
understanding/awareness/
intellectual curiosity
state
record
identify
clarify
describe
recognise
make distinctions
list
recount
discuss
recognise
respond to
disclose
define
name
indicate
explain
account
outline
refer to
illustrate
outcomes written to enable students
to demonstrate they can apply their
knowledge
apply
compute
calculate
demonstrate
discover
manipulate
modify
perform
predict
prepare
produce
relate
show
solve
use
outcomes written to enable students
to demonstrate the skill of analysis
analyse
compare
criticise
examine
appraise
debate
contrast
question
distinguish
outcomes written to enable students
to demonstrate the skill of synthesis/
creativity
arrange
plan
formulate
redefine
initiate
assemble
prepare
construct
propose
start
organise
design
develop
produce
create
outcomes written to enable students
to demonstrate the skill of evaluation
evaluate
estimate
measure
recommend
assess
criticise
compare
advocate
judge
appraise
discriminate
defend
When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:
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Structure of a Learning Outcome Statement:
Characteristics of Good Learning Outcomes:
"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
Achievable/Actionable
Timely/Timebound
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 .
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.
Learning Outcome: "At the end of the session, ENGL397 students will be able to distinguish between primary and secondary sources"
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:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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”.
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.”
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.
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.
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.
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.
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.
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.
Five examples of critical thinking skills, statistics applied in education: unexpected findings from 44 students, blended website learning model: excellent solution to forced online education due to the covid-19 pandemic, about the author, patrick regoniel, simplyeducate.me privacy policy.
Characteristics of good learning outcomes, an outcomes formula, sample outcomes.
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
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:
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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
There are 5 types of learning outcomes in teaching:
Also Read: How to Become a Cognitive Psychologist?
Developing learning outcomes in Teaching is beneficial because of the following reasons:
Also Read: Communication Skills For Professionals
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:
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.
Clearly state what the student is expected to perform. This should be observable and measurable. Avoid vague or subjective terms.
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.”
Describe how well the student must perform to meet the desired outcome. This could involve accuracy, speed, quality, or other relevant criteria.
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.
Ensure that the learning outcome supports the broader goals of the course or program. It should contribute to the overall educational objectives.
Learning outcomes should be measurable so that you can assess whether they have been achieved. This might involve assessments, tests, projects, or observations.
Focus on the most important concepts or skills that you want students to gain from the learning experience.
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?
Here are the characteristics of good learning outcomes in teaching:
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
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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:
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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.
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:
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.
*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.
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.
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.
Students will…
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 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.
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.
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.
IvyPanda. (2020, December 9). Student Learning Outcomes. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/
"Student Learning Outcomes." IvyPanda , 9 Dec. 2020, ivypanda.com/essays/student-learning-outcomes-course-reflection/.
IvyPanda . (2020) 'Student Learning Outcomes'. 9 December.
IvyPanda . 2020. "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.
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IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.
The Ohio State University
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.
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.
You want all students to feel they belong in your course. What concrete strategies can you use to shape a positive learning environment?
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 .
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.
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.
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.
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.
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
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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.
Characteristics of a good course learning outcome.
There are four criteria of a good CLO namely:
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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Learning outcomes describe what learners should know, be able to do, and value as a result of integrating knowledge, skills, and attitudes learned throughout the course. ... 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;
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.
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 ...
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 ...
1. The specified action by the learners must be observable. 2. The specified action by the learners must be measurable. 3. The specified action must be done by the learners. The ultimate test when writing a learning outcome is whether or not the action taken by the participants can be assessed. If not, the outcome probably does not meet all ...
By the end of this program, successful students will: Learning Outcome. Analysis. Option 1: Not an outcome. Be given opportunities to learn effective communication skills. Describes program content, not the attributes of successful students. Option 2: Vague. Have a deeper appreciation for good communication practices. Does not start with an ...
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 ...
Steps in Formulating Learning Outcomes. 1. Determine the Knowledge, Essential Skills, and Attitude Expected. Once an understanding of knowledge, skills, and attitudinal outcomes is obtained, educators then identify the necessary knowledge, skills and attitude (KSA) that students need to acquire in a specific subject.
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
What Are Student Learning Outcomes?Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience. r sequence of learning experiences. Before preparing a list of learning outcomes consi. er the following recommendations: Learning outcomes.
el. A good learning outcome will have the following characteristics. It will have a verb that identifies what action the student should be able to perform. It will also denote the conditions under which the student should demonstrate mastery. Finally, a learning outcome of-ten contains some element of how that mastery may be evaluated.
Well-defined learning objectives outline the desired outcome for learners, which will help specify the instructional method. For example, if we want the learners to demonstrate correct intubation procedure in a normal adult 100% of the time, we need the instructional method to involve some sort of hands-on experience so that learners can ...
Characteristics of Good Learning Outcomes. 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.
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.
The SMART principles for writing learning outcome statements help Instructors: articulate outcome statements that are student-friendly, devise a robust course design that aligns learner progression with teaching focus and learning & assessment activities. plan a course that is appropriately situated within the program curriculum.
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.
Consequently, Student Learning Outcomes were sufficiently achieved, leaving both learners and their lector satisfied with the pupils' level of attained knowledge and competencies. Get a custom essay on Student Learning Outcomes. Despite the overall success of the course, there remain choice aspects of it that require additional work and ...
Speaking Learning Outcomes EAP. Enabling Skills1. S2.1 Participate in formal and informal classroom discussions, conversations and debates. Use appropriate openings and closings. Use turn-taking strategies, claim a turn, invite a response. Express and support opinions on a range of topics. Agree, disagree and give reasons.
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.
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 ...
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There are four criteria of a good CLO namely: 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 ...