FACILITATING AND
DOCUMENTING STUDENT
LEARNING OUTCOMES
Chantal Levesque-Bristol
Associate Professor of Psychology
Director, Faculty Center for Teaching and Learning
(FCTL)
What do you Want Students to Learn?

Define Learning Outcomes (Nutt, 2010)
 What
students should KNOW (cognitive)?
 What students should DO (behavior)?
 What students should VALUE (affect)?
What do you Want Students to Learn?

Association of American Colleges and Universities
(AAC&U) www.aacu.org
 LEAP
outcomes
 Knowledge
of Human Cultures and Physical World
 Intellectual and Practical Skills
 Personal and Social Responsibility
 Integrative Learning
 VALUE
(Valid Assessment of Learning in Undergraduate
Education
What do you Want Students to Learn?

Teaching Goals Inventory
 Cluster
I: Higher Order Thinking Skills
 Cluster II: Basic Academic Skills
 Cluster III: Discipline-Specific Knowledge and Skills
 Cluster IV: Liberal Arts and Academic Values
 Cluster V: Work and Career Preparation
 Cluster VI: Personal Development
How can I help Students Achieve the
Learning Objectives I set for each class

Classroom Assessment Techniques (CATs)
 Find
CATs that fit your teaching goals
 Most Common CATs
 Minute
paper (CAT 6)
 Muddiest point (CAT 7)
 Approximate Analogies (CAT 15)
 The One-Sentence Summary (CAT 13)
 Application Cards (CAT 24)
Strategies to Ensure Students Learn


George Kuh (2005). Student Success in College
The best predictors of student learning (and success)
are:
 Prior
Academic Performance
 Motivation
Strategies to Ensure Students Learn
Motivation (Self-Determination Theory: Deci & Ryan, 1985)
www.psych.rochester.edu/SDT

Creating an environment that supports the basic needs of:





Autonomy
Competence
Relatedness
Satisfaction of basic needs fosters self-determined
motivation
Self-determined motivation fosters student learning
outcomes
Practices to Foster Students Learning


George Kuh (2008). High Impact Educational
Practices
High Impact Educational Practices
 Undergraduate
Research
 Learning Communities
 First-Year Seminar and Experiences
 Service-Learning and Community Based Learning
 Diversity/Global Learning
What Kind of Evidence can be Used to
Ensure that Learning has Taken Place?

How would you articulate what you want students to
 Know
 Do
 Value
What Kind of Evidence can be Used to
Ensure that Learning has Taken Place?

Know:



Do:


Grades and Standardized tests
Learning through the curriculum
National Survey of Student Engagement (NSSE)
Value


Student motivation and satisfaction
Public Affairs Mission (www.missouristate.edu/fctl)



Community Engagement
Cultural competence
Ethical Leadership
What Kind of Evidence can be Used to
Ensure that Learning has Taken Place?

VALUE: Valid Assessment of Learning in
Undergraduate Education (www.aacu.org)
 Intellectual
and Practical skills
 Critical
Thinking
 Problem Solving
 Written communication
 Personal
 Ethical
and Social Responsibility
Reasoning
 Civic Knowledge and Engagement
Feedback to Help me Modify my
Teaching Strategies

Feedback you receive from students




Their perceptions of the learning climate
Their level of engagement in class
Their basic need satisfaction
Feedback you received from course assessment



Data from CATs
VALUE
Public Affairs Scale

Feedback you receive from peers

Self-Evaluative feedback