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STUDENT LEARNING OUTCOMES UNIVERSITY OF ILLINOIS BELINDA DE LA ROSA, M. P. H. , PH. D.
STUDENT LEARNING OUTCOMES • Learning outcomes are specific knowledge, skills, or abilities that are achieved by a target population after a particular intervention, program, or set of learning experiences. It is an assessment methodology by which a program/intervention/set of learning experiences can be evaluated for effectiveness. In Student Affairs, the CAS Standards and domains are provided to help guide learning outcomes as well as the Student Learning Outcomes Framework.
TRANSFORMATIVE LEARNING EXPERIENCES FOR SUCCESS IN THE 21 ST CENTURY A FRAMEWORK FOR ASSESSING STUDENT LEARNING Sub-Domains for Student Affairs Learning Outcomes • Multicultural Competency • Wellness Behavior • Academic, Career & Leadership Development
MULTICULTURAL COMPETENCY v Students will learn how to interact with and express appreciation for diversity and pluralism—which would include the differences and similarities between cultures, socio-economic status, religion, political orientation, sexual orientation, and other identities and characteristics. • Students will demonstrate knowledge acquisition, integration, and application of multicultural competency. • Students will understand that inclusivity of all individuals is an important component of their Illinois Experience. • Students will develop and demonstrate intra & interpersonal skills leading to a positive attitude, inclusivity, and empathy for all individuals. • Students will learn how to develop solutions to complex problems by engaging diverse perspectives and individuals.
WELLNESS BEHAVIOR v Students will learn how to achieve a healthy balance among competing life commitments and choices in areas such as educational issues, personal commitments, physical environment, health issues, professional goals, interpersonal relationships, and faith & spiritual beliefs to become healthy and engaged individuals. • Students will demonstrate practices that improve or maintain their physical health. • Students will understand the importance of financial balance and acquire skills to ensure it. • Students will engage in activities that will develop their emotional balance. • Students will learn how to maintain their mental health. • Students will learn how to balance their social and academic life. • Students will become aware and learn how the environment affects their daily life.
ACADEMIC, CAREER & LEADERSHIP DEVELOPMENT v Students will learn skills needed to be informed and engaged citizens while contributing their academic, career and leadership talents to making a difference on campus, locally and globally. • Students will acquire knowledge, integrate it, and apply it through experiential learning opportunities such as internships, campus activities, local, and global involvement. • Students will practice leadership skills, such as teamwork, project management, critical thinking, and conflict-resolution leading to increased academic and career confidence. • Students will develop intra & interpersonal skills that will help them effectively articulate their strengths and abilities on campus, locally, and globally. • Students will learn social responsibility and its’ relationship to leadership and career development.
EFFECTIVE LEARNING OUTCOMES • Uses active verbs that describes an observable/measureable action • Uses a measureable variable that can be expressed in a specific time frame • Explicitly defines what a student will know or be able to do • Truly focuses on the outcome and not the process
FORMAT OF AN SLO STATEMENT • Subject • Students will… • Verb • Remembering, understanding, applying, analyzing, evaluating, creating • Outcome • Skill, knowledge, or ability
BLOOM’S UPDATED TAXONOMY • Remembering: can the student recall or remember the information? Or define, duplicate, list, memorize, recall, repeat, reproduce, state • Understanding: can the student explain ideas or concepts? Or classify, describe, discuss, explain, identify, locate, recognize • Applying: can the student use the information in a new way? Or choose, demonstrate, dramatize, employ, illustrate http: //ww 2. odu. edu/educ/roverbau/ Bloom/blooms_taxonomy. htm
BLOOM TAXONOMY • Analyzing: can the student distinguish between the different parts? Or appraise, compare, contrast, criticize, • Evaluating: can the student justify a stand or decision? Or argue, defend, judge, select, value • Creating: can the student create new product or point of view? Or assemble, construct, create, design, develop http: //www. bing. com/images/search? q=Blooms +Taxonomy+Verbs&qpvt=Blooms+Taxonomy+ Verbs&FORM=IGRE
FIRST STEPS TO CONSIDER • Goals • Population & Stakeholders • Metrics • Cost • Time frame
SMART An Approach to Writing SLO’s • • • S=Specific M= Measureable A=Achievable R=Relevant T=Time-based
LEARNING OUTCOME EXERCISE • Student Voice Worksheets • http: //www. campuslabs. com/support/training/writingassessing-reporting-on-outcomes-oh-my/
RESOURCES • http: //web. uri. edu/assessment/developing-writing-course-level-studentlearning-outcomes/ • http: //www. odos. uiuc. edu/assessment/links. asp • http: //aallnet. org/Archived/Education-and-Events/cpe/outcomes. html • http: //www. league. org/league/projects/lcp 3/Learning_Outcomes. htm • http: //www. sc. edu/cte/learningoutcomes/index. shtml • http: //www. sc. edu/cte/guide/doc/learningoutcomesbrochure. pdf • http: //www. nwlink. com/~donclark/hrd/bloom. html • http: //en. wikipedia. org/wiki/Bloom%27 s_Taxonomy • http: //ww 2. odu. edu/educ/roverbau/Bloom/blooms_taxonomy. htm • http: //www. celt. iastate. edu/teaching/Revised. Blooms 1. html • http: //www. aacu. org/leap/vision. cfm • http: //learningoutcomesassessment. org/Presentations/Jan 8 Landscape. pdf