After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Learning outcomes explain what students should be able to achieve by the end of a course. This may be changes in their knowledge, skills, attitude or behaviors. Learning outcomes are the first element ...

Learning outcomes are statements about what students can expect to know or be able to do. Communicating learning outcomes with students creates a shared understanding about the purpose and ...

As online learning courses continue to grow, the need for quality standards has become critical. CLU utilizes Quality Matters (QM) standards to guide the course design process. Quality Matters (QM) is ...

Integrating course design and assessment planning ensures cohesive teaching practices and enhances student learning outcomes. An integrated approach considers the interconnectedness of situational ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Often, instructors want students to do more than know content that is increasingly complex. Other goals may refer to students’ interaction within the larger program or within the world. Fink (2013) ...

Pick one of your current course learning outcomes or create a new one based on a topic you teach. Evaluate the outcome using these questions: Is it specific and measurable? Does it focus on observable ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

Student learning outcomes (SLOs) in our academic and co-curricular programs reflect the specific types of learning (knowledge, skills, dispositions) we expect as a result of students’ educational ...