UNIVERSITY OF WINDSOR
PROGRAM DEVELOPMENT COMMITTEE
COURSE LEARNING OUTCOMES FORM
COURSE NUMBER AND TITLE:
Please complete the following table. State the specific learning outcomes that make up the goal of the course
(what will students know and be able to do at the end of this course?) and link the learning outcomes to the
Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the
appropriate rows.
Please note that a learning outcome may link to more than one of the specified Characteristics of a University
of Windsor Graduate, and that a single course might not touch on each of the Characteristics. Each
University of Windsor program should produce graduates that are able to demonstrate each of the nine
characteristics approved in To Greater Heights.
Information on learning outcomes is appended to this form (Appendix A). Proposers are also strongly
encouraged to contact the Office of the Vice-Provost, Teaching and Learning or the Centre for Teaching and
Learning, for assistance with the articulation of learning outcomes.
Learning Outcomes
Characteristics of a University of
Windsor Graduate
This is a sentence completion exercise.
At the end of this course, the successful student will know and be
able to:
A U of Windsor graduate will have the
ability to demonstrate:
A.
A. the acquisition, application and
integration of knowledge
B.
B. research skills, including the ability to
define problems and access, retrieve
and evaluate information (information
literacy)
C.
C. critical thinking and problem-solving
skills
D.
D. literacy and numeracy skills
E.
E. responsible behaviour to self, others
and society
F.
F. interpersonal and communications
skills
G.
G. teamwork, and personal and group
leadership skills
H.
H. creativity and aesthetic appreciation
I.
I. the ability and desire for continuous
learning
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Appendix A: Information on learning outcomes and verbs to write learning outcomes
Learning Outcomes
(Excerpt from: “So What’s A Learning Outcome Anyway?”, Dr. M. Battersby, Centre for Curriculum, Transfer
and Technology)
Learning outcomes are the essential and enduring knowledge, abilities (skills) and attitudes (values,
dispositions) that constitute the integrated learning needed by a graduate of a course or program.
The learning outcomes approach to education means basing program and curriculum design, content,
delivery, and assessment on an explicit identification of the integrated knowledge, skills and values needed by
both students and society.
This approach differs from competency based approaches in its emphasis on integration and the development
of more general abilities that are often overlooked in a competency approach.
It differs from more traditional academic approaches that emphasize coverage by its emphasis on
• basing curriculum on what students need to know and be able to do as determined by student and societal
needs not disciplinary tradition,
• what students should be able to do rather than merely what knowledge they should possess as a result of a
course or program,
• making explicit the development and assessment of generic abilities.
The determination of learning outcomes should be based on educators’ careful and broad analysis of what a
competent graduate of the program should be able to do. As public educators we have the social responsibility
to ensure that the education provided serves the long-term needs of the students and society. A thoughtful
needs analysis recognizes that learning can be, and where appropriate, should be relevant to the variety of
graduates’ roles included in their working, civic and personal life.
Learning outcomes should express what the graduate should know and be able to do at the end of the course or
program, whether or not this is a result of learning that takes place in the course or program, or is something
that the student brought to the learning experience.
Learning outcomes should be the basis for choosing curriculum content and instructional strategies. Curriculum
should be “developed down” from the learning outcome ends to the curricular, pedagogic and assessment
means.
A key element in the learning outcomes approach is the role of assessment. Assessment choices give clear
meaning to the more abstract formulations of the learning outcomes; stating learning outcomes clearly and
providing evaluation based on explicit standards greatly facilitates student learning. Assessment tasks
(assignments) should also be seen as a primary means of learning.
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Verbs to Write Learning Outcomes
Knowledge
define
list
name
recall
record
relate
underline
label
quote
locate
match
cite
reproduce
identify
state
Comprehension
describe
discuss
explain
express
depict
locate
recognize
report
restate
review
translate
Application
apply
demonstrate
dramatize
employ
illustrate
interpret
operate
practice
schedule
sketch
use
Analysis
analyze
appraise
calculate
categorize
criticize
debate
diagram
differentiate
distinguish
examine
experiment
inspect
question
relate
solve
test
classify
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Synthesis
arrange
assemble
collect
compose
construct
create
design
formulate
manage
organize
plan
prepare
propose
combine
integrate
Evaluation
appraise
assess
choose
compare
estimate
evaluate
judge
measure
rate
revise
score
select
value
defend
justify