Your Teaching Goals…
Their Learning Outcomes…
Chantal Levesque-Bristol
Director, Center for Instructional Excellence (CIE)
To explore the following:
o Your current teaching goals and practices
• What you want your students to learn
• How to find out what your students are learning
• Evaluation tools that align with your course goals
o The Scholarship of Teaching and Learning (SoTL)
• Designing research projects for your classes based on teaching goals
and expected learning outcomes
• Using SoTL in tenure and promotion portfolio
Consider Bloom’s levels of learning when creating learning outcomes:
Low
High
• Knowledge - To know and remember specific facts, terms concepts,
principles or theories
• Comprehension - To understand, interpret, compare, contrast, explain
• Application - To apply knowledge to new situations to solve problems
using required knowledge or skills
• Analysis - To identify the organizational structure of something; to
identify parts, relationships, and organizing principles
• Synthesis - To create something, to integrate ideas into a solution, to
propose an action plan, to formulate a new classification scheme
• Evaluation - To judge the quality of something based on its adequacy,
value, logic or use
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Teaching Goals Inventory (TGI) – A simple tool used to help identify and
clarify teaching goals
o TGI available at http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-
db=tgi_data&-lay=Layout01&-view
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TGI Identified Goals Clusters
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•
•
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Basic academic skills
Discipline specific knowledge and skills
Work and career preparation
Higher order thinking skills
Personal development
Liberal Arts and academic values
TGI is self-scored based on goals identified as essential and on
teacher’s identified role for a given course.
Higher-Order Thinking Skills
o Approximate Analogies (CAT 15)
• Time Required: Faculty = Low; Students = Low
• This technique challenges the students to complete the second half of
an analogy (A is to B as X is to Y)
• Related Teaching Goals (TG): 5, 7, 11, 19, 27, 51
• Turning data into info: Sort responses into “good” and “poor/wrong”
piles. Choose a few of each category to share with the class and
explain what makes the examples good or poor.
o Diagnostic Learning Logs (CAT 40)
o One-Sentence Summary (CAT 13)
Think About…
• The types of evaluations you are currently using
• How you decide which evaluation tools to use
• Whether your current evaluations provide a clear
picture of what your students are learning
• Whether your students are learning what you want
them to learn
• Whether the evaluations align with your teaching
goals

Systematic study of teaching and learning (This is
research)

It is conducted in a scholarly manner
o Based on theory or prior research
o Clear research question and hypotheses
o Appropriate methodology

Public sharing and review
o Presentations
o Publications
o Performances

Shares established criteria of scholarship in general
o It is made public
o The work (processes and outcomes) can be reviewed critically
by peers
• Is judged to have merit and significance in the field
o Can be built upon, replicated, elaborated on by others in order to
advance the field of study
o Breaks new ground or is innovative – contributes to the literature

General Venues
o Higher Education Research and Development
o Journal on Excellence in College Teaching

Discipline Specific Venues
o Journal of Agriculture Education
o NACTA Journal
6/28/2016
8

Identify a question or problem of interest related to teaching and
learning

Identify the appropriate research design to meet your needs and the
constraints of the course
o One-Shot evaluation
• How do students perceive this classroom exercise?
• Are my students motivated and engaged?
o Pre-Post/Before-After
• Is this new set of instructions improving student learning and perceptions?
• Are students more engaged in the classroom activity when I use clickers?
o Quasi-Experiment
• How does this new modality (e.g. blended) affect student motivation and
performance compared to the traditional lecture course format?

Explore the literature
o Find context, theory, current practices, debated practices that are
interesting to you and are applicable to your classroom and what
you teach
o Use of technology in the classroom
o Consider previous best practices
6/28/2016
10

Based on Ken Bain’s book, What the Best College Teachers
Do

Developed by the faculty of the University of New South
Wales (UNSW Australia)

Determine how to assess the question or problem of interest

Consider:
o Research Design
o Timeline
o Instruments
o Analysis
o Dissemination of results

The CIE can be a resource for you

IMPACT program
o http://www.purdue.edu/impact/

Refer to the guidelines for your college and promotion and
tenure documents

If you plan to be promoted based on teaching and learning,
you must demonstrate scholarship in teaching and learning

If you plan to be promoted based on research or
engagement, your scholarship will probably be disciplinary.

Scholarship of Teaching and Learning research projects
can be cross-referenced
o Used to document teaching effectiveness and excellence
o
Used as evidence of scholarship
• Local, national, and international presentations
• Peer reviewed publications

Are these practical research options for you?

What hurdles might keep you from introducing new
evaluation tools or conducting SoTL research in your
courses?

What benefits might these new evaluation tools and SoTL
projects bring for the students? For you, the teachers?

Think/Pair/Share for a few minutes
1.
2.
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4.
5.
6.
CIE website: http://www.purdue.edu/cie/
Bain, K. (2004). What the Best College Teachers Do. Massachusetts:
Harvard University Press.
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I:
The Cognitive Domain. New York: David McKay Co Inc.
Angelo, T. A., and Cross, K. P. (1993). Classroom Assessment
Techniques. San Francisco: Jossey-Bass Publishers.
Svinivki, M., & McKeachie, W. J. (2006). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers
(13th ed.) L. Schreiber-Ganster (ed.). USA: Wadsworth.
McKinney, K. (2007). Enhancing Learning Through the Scholarship
of Teaching and Learning. USA: Anker Publishing.
The Center for Instructional Excellence (CIE) promotes
innovative pedagogies and curricular synergies at Purdue
University by serving as a support structure and advocate
for continuous improvement in teaching, learning and
service in combination with Instructional Data Processing
(IDP) assessments and evaluations, and provides general
service for facilitating campus enhancement/development.
Center for Instructional Excellence
Hall for Discovery and Learning Research
Suite 341
207 S Martin Jischke Drive
West Lafayette, IN 47907
Office 765 496-6422 • Fax 765 496-1749
email: cie@purdue.edu
Chantal Levesque-Bristol: cbristol@purdue.edu