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Learning Outcomes Workshop: Developing Learning Outcomes to Foster Engagement with Issues Of Diversity, Equity, and Inclusion MONDAY, OCTOBER 21, 2019 RUFFNER HALL, 206 12: 00 -1: 00 PM
This workshop is intended to help you: 1. Understand benefits of clear and measurable goals, outcomes, and student learning outcomes 2. Begin to think about competencies and skills related to diversity, equity, and inclusion (DEI) 3. Practice the process of drafting, reviewing, and revising goals and outcomes around skills and competencies related to DEI
Curry/DAC Definitions Diversity: diversity includes all the ways in which individuals or groups differ and recognizes everyone and every group as part of diversity that should be valued. A broad definition includes identities such as race, ethnicity, gender, national origin, religion, ability, sexual orientation, socioeconomic status, language, and physical appearance. Equity: the guarantee of fair treatment, access, opportunity and advancement for all, while at the same time striving to identify and eliminate barriers (e. g. , policies, practices, attitudes, and cultural messages) that have prevented the full participation of historically underserved and underrepresented populations. Equity is also defined as the absence of disparities that are systematically associated with social advantage/disadvantage. Inclusion: the act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate. Inclusion involves authentically bringing traditionally excluded individuals and/or groups into processes, activities, and decision/policy making in a way that shares power.
The Charge: Develop student learning outcomes, situated in the context of your program, that require students to meaningfully engage in thought, discussion, argumentation, and/or critical analysis of issues related to diversity, equity, and inclusion ◦ This can include refinement of existing SLOs Share these SLOs through the annual Curry Program Assessment Report in February ◦ You can also list this work in your annual faculty report! ***Foster thought and discussion about how issues of and skills/competencies related to DEI relate to your program areas (e. g. , Administration and Supervision, Developmental Science, Elementary Education, Counseling)***
Goals and Outcomes In the backwards design…we start with desired results, goals, and what we want our students to learn or become. Writing…. goals and objectives is the key initial step in what is referred to as backward design(Wiggins & Mc. Tighe, 2004). Course goals are stated in broad, general terms. They encompass several subordinate skills which are further identified and clarified in measurable learning outcomes. Example of a goal: By the end of this course, the successful student will understand that societal institutions are sites of power, organized and operated via the intersections of race, class, gender, sexual orientation, immigration status, abilities, etc.
Now you: 1. Draft or select one program goal 2. Discuss this program goal with your group. If there are multiple group members from one program, great. If not, please find at least one partner 3. Is this written as a program goal vs an outcome? Does this relate to DEI in the context of your program? How? Why?
Goals and Outcomes Program outcomes are a product of the program goals. These stated outcomes are observable and measurable, like learning objectives, and should directly align with the program goals. Outcomes describe the achieved results or consequences of what was learned – whether that be at the program or course level. Example: Upon successful completion of this course, students will describe the ways in which higher education institutions perpetuate disparities based on race, ethnicity, and socio-economic status. Program outcomes: align with program goals. refer to the achieved result of learning rather than the process of learning. are important for assessing effectiveness of the program
Measurable verbs: Verbs describing what students do in explaining a position creation, set of observations, or a text: ◦ articulate, clarify, explicate, illustrate, interpret, outline, translate, elaborate, elucidate Verbs falling under the cognitive activities we group under “analyze: ” ◦ compare, contrast, differentiate, distinguish, formulate, map, match, equate Verbs describing what students do when they “inquire: ” ◦ examine, experiment, explore, hypothesize, investigate, research, test Verbs describing what students do when they combine ideas, materials, observations: ◦ assimilate, consolidate, merge, connect, integrate, link, synthesize, summarize
Watch out for verbs that are not measurable
Now you: 1. Draft or select one learning outcome 2. Discuss this learning outcome with your group. If there are multiple group members from one program, great. If not, please find at least one partner 3. Is this written as a program goal vs an outcome? Does this relate to DEI in the context of your program? How? Why?
Try to avoid… Measuring an intervention/service instead of learning Combining multiple verbs into one outcome statement Developing learning outcomes without context (don’t do this “just because”)
So… …it’s important to: first articulate your program goals and outcomes around diversity, equity, and inclusion in the context of your curriculum then develop your student learning objectives.
Resources: https: //curry. virginia. edu/faculty-staff/curry-assessment https: //curry. virginia. edu/curry-diversity-equity-and-inclusion-initiative-2019 -2020 https: //learningoutcomesassessment. org/documents/Occasional. Paper 29. pdf NILOA: https: //www. learningoutcomesassessment. org/