Course Design and Learning Outcomes
Course Learning Outcomes: Examples
Chemistry 103
Below are a list of original and revised Course Learning Outcomes for Chemistry 103.
As you click though the differences between the revised and unrevised CLO’s, note the presence of verbs, measurability, and student-centered language.
Example:
| Before |
After |
| Gain understanding in a breadth of basic chemical concepts and principles. |
Describe fundamental chemical concepts and principles, including: measurement, characterization of the phases of matter, properties of atoms and ions, stoichiometry and thermochemistry of chemical reactions, kinetic molecular theory, the nature of energy, chemical bonding and molecular geometry, and intermolecular forces. |
Specific and Measurable
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Uses clear, action-oriented, and measurable language |
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Gives a framework for how the work will be evaluated |
Course Content
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Provides an overview of the course subject matter |
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Illuminates why the course is relevant |
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Differentiate this course from other similar courses |
Active and Inclusive
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Defines expectations for the primary skills of that discipline (eg. design thinking, statistical analysis, lab safety, speculative writing, artifact creation) |
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Provides clear expectations for interactions, integrity, respect, and responsibility for learning |
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Encourages student interactions that exemplify empathy and humility |
Learning Sciences in the 21st century
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Explains how students will engage in purposeful action and inquiry in that discipline |
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Encourages intellectual confidence through authentic learning practices (i.e. self-reflection, self-direction, personalization, collaboration, independence, integration, interdisciplinary) |
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Supports development of relentless curiosity through experimentation, critical thinking, innovation, risk-taking, and knowledge creationStudent and Instructor Interests |
Student and Instructor Interests
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Reflects the instructors’ priorities |
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Provides opportunity for students to address their interests and priorities |
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Intersects the instructor, student, and content priorities |
University Standards
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Begin with a verb (exclude any introductory text and the phrase “Students will…”, as this is assumed) |
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Limit the length of each learning outcome to 400 characters |
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Exclude special characters (e.g., accents, umlats, ampersands, etc.) |
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Exclude special formatting (e.g., bullets, dashes, numbering, etc.) |
Action
Based on the above checklist, evaluate the extent to which the learning outcomes meet criteria for each category \ (on a scale from 1-3):
| 1 |
2 |
3 |
CLOs are specific and measurable |
| 1 |
2 |
3 |
CLOs address course content |
| 1 |
2 |
3 |
CLOs encourage active and inclusive learning practices |
| 1 |
2 |
3 |
CLOs integrate learning sciences in the 21st century |
| 1 |
2 |
3 |
CLOs incorporate student and instructor interests |
1
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2
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3
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CLOs meet University standards |
