What Are Five Tips for Writing Effective Learning Outcomes?
Developing a clear understanding of where you want your course to go and what your students will learn is essential for faculty. By articulating your pedagogical goals, you will clarify your practices and take both your teaching and your students to the next level.
Take both your teaching and your students to the next level
Writing effective learning outcomes is one of the toughest tasks you face as an educator.
It’s also one of the most important.
The quality of your learning outcomes affects your ability to design your curricula and your students’ ability to succeed.
By articulating your pedagogical goals, you will clarify your practices and take both your teaching and your students to the next level.
Learn proven techniques to upgrade your learning goals in What Are Five Tips for Writing Effective Learning Outcomes?, a Magna 20-Minute Mentor with Linda Suskie.
Suskie, an experienced college administrator, and an educator at the undergraduate and graduate levels, is the author of Assessing Student Learning: A Common Sense Guide, one of the best-selling books on higher education assessment.
Whether you call them learning outcomes, learning objectives, learning competencies, or learning goals, developing a clear understanding of where you want your course to go and what you want your students to get out of it is an essential first step for faculty.
In a clear and down-to-earth style, Suskie will guide you through the steps involved in creating learning goals that are both inspirational and informative. You’ll learn how to craft “Goldilocks learning outcomes”—learning objectives that are neither too specific nor too broad.
Development of clear learning goals is a make-or-break moment in course design. What Are Five Tips for Writing Effective Learning Outcomes? will help you get it right. This brass-tacks course design focused program will help you:
- Zero in on the five essential characteristics of great learning objectives
- Focus on action words
- Direct your teaching and your students’ energy where it matters
- Establish links between higher education and future careers
Addressing these issues calls for deep thinking and reflection. Suskie will explore the key questions you need to ask yourself before setting learning goals, including:
- What do students need to learn in your class?
- What will they need in their careers?
After participating in this Magna 20-Minute Mentor, you’ll be able to:
- Describe the key qualities of effective learning outcomes
- Identify fuzzy language when it is used in learning goals
- Explain how your course helps develop the competencies today’s employers seek
To help you put all this information to work, supplemental materials include examples of effective learning objectives. Remember, you have to know where you’re going in order to find the best way there. Take advantage of this chance to get directions from a pro!
Articulating helpful learning goals is an acquired skill, but fortunately What Are Five Tips for Writing Effective Learning Outcomes? is like instant experience. In just 20 minutes, you’ll learn how to jump-start your course design process.
Well-crafted and specific learning competencies also make it easier to grade students fairly and appropriately, which is a boon for old hands as well as those just starting their careers in higher education.
In addition, strong learning objectives support efforts to market and promote your course to internal and external audiences.
Don’t wait to get started on this essential aspect of professional development. Order today!
Product Code: PM13SA
Linda Suskie has served as a Vice President at the Middle States Commission on Higher Education, an accreditor of colleges and universities in the mid-Atlantic region of the United States for seven years. She is now working as a consultant and workshop facilitator for colleges and universities.
The second edition of her book, Assessing Student Learning: A Common Sense Guide (Jossey-Bass), is one of the best-selling books on assessment in higher education.
Prior positions include serving as Associate Vice President for Assessment & Institutional Research at Towson University and as Director of the American Association for Higher Education's Assessment Forum.
Her over 35 years of experience in college and university administration include work in assessment, institutional research, strategic planning, and quality management.
Linda holds a B.A. in Quantitative Studies from Johns Hopkins University and an M.A. in Educational Measurement and Statistics from the University of Iowa.
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