Tip Sheet for Developing Capstone Learning Outcomes
(1) To begin developing course learning outcomes, ask yourself the following
questions:
Fink (2003) suggests imagining that you meet your students five years after they complete
your course. What would you hope they would still retain/know/apply/do five years after
taking your Capstone?
How does this long-term vision for significant learning translate into specific
course outcomes? List below:
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(2) Compare your outcomes with the following general guidelines for effective
course outcomes.
Learning outcomes should be:
 student-centered (describe what students will learn as a result of this course)
 assessable and measurable in ways that are transparent to students
 specific (as appropriate to level or type of outcome)
 focused on the outcomes of learning activities, rather than the activities
themselves
(3) Use the following taxonomies to revise your original outcomes, if needed:
Bloom’s Taxonomy
Organizes cognitive learning into 6 levels from basic to complex.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Fink’s Taxonomy of Significant Learning
Fink’s taxonomy includes some cognitive outcomes that are similar to those
implied by Benjamin Bloom’s taxonomy, but also includes outcomes that focus
on the knowledge construction process, in addition to results.
http://hsc.unm.edu/som/ume/media/pdf/ted/ed_dev/gen_learn_obj.pdf
(4) Refer to this sample list of capstone course learning outcomes based on both
Bloom’s and Fink’s taxonomies if you are searching for concrete examples.
Sample Capstone Learning Outcomes
(Adapted with permission from “Current Issues in Pregnancy and Birth” Capstone, Carrie
Cohen.)
Using Bloom’s Taxonomy:
Remembering
Identify lactation resources available to mothers in the Portland area and be able to
discuss how they differ in who and how they are able to serve.
Understanding
Discuss ways in which breastfeeding is or is not supported by medical practices,
workplace polices and facilities, community support and cultural norms.
Applying
Utilize research methods to help the community partner answer questions concerning the
need for, and barriers to, accessing lactation support
Analyzing
Analyze the efforts to increase breastfeeding rates in the Portland area and explore how
these apply toward the goals of Healthy People 2010
Evaluating
Evaluate differing approaches to lactation support related to diverse communities being
served
Creating
Produce new outreach materials tailored diverse communities in need of lactation support
Using Fink’s Taxonomy:
Foundational Knowledge
Identify lactation resources available to mothers in the Portland area and be able to
discuss how they differ in who and how they are able to serve.
Application (Critical Thinking, Creative thinking, Practical Thinking)
Utilize research methods to help the community partner answer questions concerning the
need for, and barriers to, accessing lactation support.
Produce new outreach materials tailored diverse communities in need of lactation support
Analyze the efforts to increase breastfeeding rates in the Portland area and explore how
these apply toward the goals of Healthy People 2010.
Integration
Connect ideas about breastfeeding support to broader public health issues and goals, for
example, childhood nutrition and disease prevention
Human Dimension
Be able to discuss diverse cultural perspectives on breastfeeding and lactation support
Caring
Understand and address the underlying inequities in access to lactation support
Learning How to Learn
Learn how to access sound, research-based sources of information in support of your
final project and subsequent learning
Voegele and Fitzmaurice, 2011