Learning Outcomes: Definitions & Examples A global definition of a Learning Outcome (LO)
A Learning Outcome is a statement of what the student should understand and be able to do as a result of what she has learned in a course or learning program ... in other words, "the essential and enduring knowledge, abilities, and attitudes or dispositions" that enable a learner to practice and apply her learning in the real world.
A Learning Outcome in terms of a tenure candidate’s ILP is a statement of what the faculty
member should learn and be able to do to improve student learning as a result of what the candidate has learned during the tenure-track process. These are the major goals that the tenure candidate, defined in collaboration with his or her dean, wishes to work toward and achieve over the two-and-a half year pre- tenure process. The LO answers “What does the tenure candidate need to learn at this point in the development of his or her practice?” The LO should be compatible with departmental needs.
The Learning Outcome must be learning-centered, assessable, specific to the individual, and related to the Essential Competencies of a Valencia Educator. It must also be demonstrable in a product or performance that can be judged according to explicit criteria.
Learning Outcomes for an ILP are phrased with the candidate’s learning in mind, so we call them Faculty Learning Outcomes (FLOs). FLOs are written in terms of what the tenure candidate wants to learn and/or be able to do in order to improve student learning.
Mathematics Instructor’s Example Faculty Learning Outcome
Needs Assessment: I would like to learn more about assessment, specifically alternative assessment for math classes. I am not familiar with assessment other than tests, quizzes, homework, and final exams.
Faculty Learning Outcome: Develop alternative assessment technique(s) to improve student retention of the material in Calculus I (MAC2311).
Essential Competencies Addressed:
Assessment
employ formative feedback loops early and often to inform students of their learning progress
employ a variety assessment measures and techniques both, formative and summative, to form a more complete picture of learning
evaluate effectiveness of assessment strategies and grading practices Scholarship of Teaching & Learning
produce professional work (action research) that meets the Valencia Standards of Scholarship
build upon the work of others (literature, peers, students)
be open to constructive critique
make work public to college and broader audiences
demonstrate relationship of SofTL to improved teaching and learning processes
demonstrate current teaching and learning theory & practice Professional Commitment
stay current in discipline
collaborate with colleagues in department/discipline
Conditions: I will be evaluating writing as an alternative assessment tool for learning theorems in Calculus I (MAC2311). I will develop the methodology for this LO in the summer term following my first year. I anticipate implementing the Action Research portion in the fall of my second year, so as to have results to compile for analysis in the spring of my second year. I will then share the results of my ARP, as well as the materials created at a department meeting in the fall of my third year
Product/performance:
• Assessment tool(s)
• Example of student work
• Action Research Project results
• Results shared in a department meeting and/or college-wide workshop
Humanities Instructor’s Example Faculty Learning Outcome
Needs Assessment: I have taught part-time at Valencia for a few years and have developed units and lessons that teach the student core competency “value.” I am not sure if my student’s have really improved their understanding of value in this context.
Learning Outcome: Develop formative and summative assessment strategies to improve students’ ability to apply the core competency “value” to a unit on western religion.
Essential Competencies Addressed:
Valencia Student Core Competencies -TVCA
align course outcomes and learning activities with core competencies, specifically “value”
design assignments and assessments that demonstrate student growth in the core competencies
document student growth in the core competencies Assessment
employ formative feedback loops early and often to inform students of their learning progress
employ a variety assessment measures and techniques to form a more complete picture of learning
design activities to help students refine their abilities to self-assess their learning
Conditions: HUM 2223; a unit; Year-1, development materials; Year-2 Fall Term, implement; Year-2 Spring Term, review and compile results
Product/performance: Formative assessment tools measuring teaching strategies. Formative assessment and summative evaluation of student work that demonstrate increased attention to
valuing. Teacher reflection of process.
Computer Programming Instructor’s Example Faculty Learning Outcome
Needs Assessment: I need to become a “CompTIA A Plus Certified Professional” to maintain my professional credentials.
Learning Outcome: Obtain A Plus certification.
Essential Competencies Addressed:
Professional Commitment
stay current in discipline
collaborate with colleagues in department
Conditions: Take A Plus course Y-1, take test at the end of Y-1
Product/Performance: Pass test; obtain certificate, reflection of how this certification may impact my teaching in the future, share with department colleagues.
Nursing Instructor's Example Faculty Learning Outcome
Needs Assessment: While I have been a practicing nurse for 15 years, I have taught nursing as an adjunct faculty member for only 3 years. I need to develop my teaching repertoire to become more learning-centered.
Learning Outcome: Develop learning-centered teaching strategies to create a variety of learning experiences to improve Foundation of Nursing students’ understanding of master course learning outcomes.
Essential Competencies Addressed:
Learning-centered Teaching Strategies
employ strategies and techniques that guide students to become more active learners, such as engaging lectures and cooperative learning
invite student input (outcome goals, choice among assignment topics, learning activities, etc.)
Student Core Competencies – TVCA
engage students in construction of knowledge
facilitate the discovery and use of the ways of knowing in discipline
align course outcomes and learning activities with core competencies
Inclusion and Diversity
design learning experiences that address students' unique strengths and needs
create learning atmospheres that encourage all students to share viewpoints
develop student self-awareness (learning styles inventory)
Conditions: I will design classroom activities for my Foundations of Nursing course. I will attend pedagogy workshops during my first tenure-track year. I will develop and pilot test activities during year two.
Product/Performance: Collaborative activities that appeal to a variety of learning styles, activity instructions, peer review feedback, and evidence of student work (group presentation).
Librarian’s Example Faculty Learning Outcome
Needs Assessment: I need to improve my technical skills, specifically, alternative instructional delivery.
I would like to learn how to use appropriate instructional technologies to make the Osceola Library Website a more useful tool to improve student learning.
Learning Outcome: Develop alternative delivery instruction to improve student library research skills.
Essential Competencies Addressed:
Student Core Competencies – TVCA (Think and Value)
engage students in construction of knowledge (through guided research projects or other applications of the discipline's procedures for creating knowledge)
align library outcomes and learning activities with core competencies Assessment
employ a variety assessment measures and techniques both, formative and summative, to form a more complete picture of learning
employ formative feedback to assess the effectiveness of librarianship practices
design activities to help students refine their abilities to self-assess their learning Conditions: Osceola Library; Web technologies; Y-1, garner information and learn appropriate
technologies and assessment tools; Y-2, implement changes, Y-2 Summer A, assess results.
Product/Performance:
• Online Pre-and post-assessment tools and results
• Research tutorial added to Osceola Campus Library website
Speech Instructor’s Example Faculty Learning Outcome
Needs Assessment: Although students are usually enthusiastic about their chosen majors, they seem to have inaccurate expectations about their chosen careers. A study conducted by the “National Association of Colleges and Employers” (2004) found that “some students lack realistic views of what the world of work is all about.” I need to learn how to engage students in clarifying their educational and career goals.
Learning Outcome: To develop LifeMap strategies to engage students in clarifying and communicating educational and career goals.
Essential Competencies Addressed:
LifeMap
help students to continue clarifying and developing career and education goals
help students assume responsibility for making informed decisions
help students transfer life skills to continued learning and planning in their academic, personal, and professional endeavors
Student Core Competencies: TVCA
facilitate the discovery and use of the ways of knowing in discipline
align course outcomes and learning activities with core competencies Assessment
design activities to help students refine their abilities to self-assess their learning
employ a variety assessment measures and techniques both, formative and summative, to form a more complete picture of learning
Conditions: SPC1600: Fundamentals of Speech, Year-1, development materials; Year-2 Fall Term, implement; Year-2 Spring Term, review and compile results.
Product/performance: Formative (speech outline draft) and summative evaluation of student speech presentations (speech evaluation form) that demonstrate ability to understand and effectively communicate their educational and career goals. Examples of student learning in the form of videotaped speeches.
Counselor's Example Faculty Learning Outcome
Needs Assessment: The Career Center houses many resources to help students clarify their career goals. I would like to develop methods to assist students in investigating career choices through more effective use of our resources.
Learning Outcome: Develop strategies to assist students in investigating and articulating career choices through effective use of campus Career Center resources.
Essential Competencies Addressed:
Student core competencies (TVCA)
engage students in construction of knowledge (through guided research projects)
LifeMap
help students to continue clarifying and developing purpose (attention to life, career, education goals)
help students transfer life skills to continued learning and planning in their academic, personal, and professional endeavors
Scholarship of Teaching and Learning
produce professional work (action research) that meets the Valencia Standards of Scholarship
build upon the work of others (literature, peers, students)
be open to constructive critique
make work public to college and broader audiences
demonstrate relationship of SofTL to improved teaching and learning processes
demonstrate current teaching and learning theory & practice
Conditions: Year-1, attend NACADA conference; attend TLA workshops; Year-2, develop and implement.
Product/performance: Guided discussion instrument; Action Research Project results, sample of student reflection papers
Composition Instructor’s Example Learning Outcome
Needs assessment: For the 10 years I have taught the argument essay as part of ENC 1101, my students’ performance on this essay is worse than earlier essays. I teach the argument essay last;
nonetheless, students’ grades on this essay are low. I need to learn how to better teach and measure my students’ ability to think and write critically. When I took the teaching goals inventory, I scored high on the higher-order thinking category, but my results are not where I’d like them to be.
Learning Outcome: Create active learning strategies with appropriate assessment techniques to improve students’ ability to write a sound argument essay.
Essential Competencies Addressed:
Scholarship of Teaching and Learning
produce professional work (action research) that meets the Valencia Standards of Scholarship
build upon the work of others (literature, peers, students)
be open to constructive critique
make work public to college and broader audiences
demonstrate relationship of SofTL to improved teaching and learning processes
demonstrate current teaching and learning theory & practice Assessment
employ formative feedback loops early and often to assess student learning
evaluate effectiveness of assessment strategies
design activities to help students refine their abilities to self-assess their learning Learning-centered Teaching Strategies
employ strategies and techniques that guide students to become more active learners
encourage students to challenge ideas Student Core Competencies (TVCA)
facilitate the discovery and use of the ways of knowing in discipline
design assignments and assessments that demonstrate student growth in the core competencies
Conditions: ENC 1101, unit on argument construction and analysist; Action Research time line: Y-1, develop materials; Y-2 Fall Term, implementation, Y-2 Spring Term, assess results and share report in department meeting.
Product/performance: Action Research project measuring student work that demonstrates
student thinking and writing processes/progress (instructional and revision assessment tools, student drafts and essays, assessments results, student surveys)