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Student learning outcomes are specific statements of what a student is able to do in order to demonstrate significant and thorough understanding and knowledge of the course material. Statements of student learning outcomes help students focus on specific ways in which they are expected to demonstrate they have mastered course expectations. Research has indicated that students are more likely to master subject matter if clear expectations are communicated to them for how they will be asked to demonstrate this learning.
The Liberal Education Council encourages faculty to specify student learning outcomes on their Miami Plan syllabi.
For examples of student learning outcomes for each of the four Miami Plan principles, click here:
How are student learning outcomes different from more general course goals or content coverage? General course goal statements are usually broad, general descriptions of content the course will cover. In course planning, they are often written first. Student learning outcomes, on the other hand, are most often derived from the goal statements.
In writing student learning outcomes, you specify the behaviors or actions a student is expected to take after mastering the course material. Such statements include action verbs and are specific in their intended outcome. In the tables below, you will see examples of student learning outcomes paired with general course goals for each of the four Miami Plan principles. Each student learning outcome communicates actions the student is to take to demonstrate mastery of subject matter.
Why write learning outcomes as opposed to general statements of
what a student is to know? Student learning
outcomes help students organize their learning
by focusing on what they are expected to
do to demonstrate "understanding" or "knowing."
With a clear idea of what is expected of
them, students can plan ways of preparing for class,
developing assignments, or studying for exams
that focus their attention on the expected
outcomes. If students know how they are expected
to demonstrate their learning, they can be
better prepared to do so.
Student learning outcomes help the faculty member plan and organize
course materials, lectures, class discussion,
and exams in a manner that focuses on important
course outcomes. With clear statements of
student learning outcomes specified, the
faculty member can continuously ask, "Does
this exam require students to do what I have
specified in the learning outcomes?" "Is
it designed around the important outcomes
I expect students to demonstrate?" "Are
my class sessions organized around what I
expect the students to demonstrate?" "Do
the learning outcomes I specified include
all of what I expect to students to be able
to do to really 'understand' and
to 'know?'"
Finally, clearly written statements of student learning outcomes
help the faculty member grade and evaluate
student work based on a set of expected outcomes.
Grading is more precise since the faculty
member can ask, "To what degree did this student demonstrate the
learning outcomes I specified?" Faculty report that having a set
of clearly focused student learning outcomes decreases the amount
of time needed to grade student work and increases the amount of
feedback they are able to give students relative to important course
outcomes.
Additional information on writing clear learning outcomes is available
at: http://www.units.muohio.edu/led/Assessment/Assessment_Basics/Basics.htm
Critical Thinking
Miami Plan Course |
Student Learning Outcome |
General Course Goal |
Comparative education Capstone |
Identify an educational theme and compare and contrast its application in American vs. European schools. |
Understand different educational systems. |
Math Foundation course |
Given a problem situation, determine whether it is a rate of change problem or a total change problem; use the appropriate method to accurately solve the problem. |
Solve problems using calculus |
Art history Foundation course |
Given two
paintings - each from a different historical
period - determine which period each
is from, describe how imagery is used
in each, and contrast how each reflects
the cultural norms of the period. |
Understand the power and meaning of imagery in our visual world, from current and historic sources. |
Understanding Context
Miami Plan Course |
Student Learning Outcome |
General Course Goal |
German Thematic
sequence |
Given two short stories -one from pre-WWII German literature and one from post-WWII German literature, describe how each reflects the historical and cultural norms of their period. |
Develop a deeper insight into a variety of topics on current life and civilization in Germany |
Geology Foundation course |
Analyze how the earth's oceans are a part of the earth's systems from geological, chemical, biological and physical perspectives. |
Integrate information from a variety of scientific viewpoints and contexts |
History Foundation course |
Using sources from medieval Spanish literature, show how artistic trends and social conventions each contributed differently to the Spain 's national identify at that time. |
Understand
Medieval Spain's social and artistic
contexts. |
Engaging with Other Learners
Miami Plan Course |
Student Learning Outcome |
General Course Goal |
Business Capstone |
When working
with your team, demonstrate your ability
to: exchange conflicting ideas and
differing viewpoints with other team
members; modify your ideas based on
critical input from others; and defend
the group's solutions to outside critique. |
Work in groups to defend a solution to a real world business problem. |
Zoology Foundation course |
Exchange your position paper on the future of biodiversity with another student. Work together to develop a new position paper that includes the best ideas from each paper. Defend why you decided to include some ideas while excluding others. |
Engage with other students to discuss future issues in biodiversity |
Speech Pathology Thematic Sequence |
Use the critical thinking rubric to provide three classmates with feedback on their Blackboard postings of anthropomorphic measurements of facial features. |
Interact and learn from one another about issues related to problems facing communicatively challenged individuals. |
Reflecting and Acting
Miami Plan Course |
Student Learning Outcome |
General Course Goal |
U.S Cultures Foundation course on disabilities |
Based on ADA criteria, create a pamphlet for distribution on campus that identifies specific ways in which the University environment can be changed to become more inclusive for students with disabilities. |
Understand ways you can become personally involved in using inclusive practices for individuals with disabilities |
World history Foundation course |
Synthesize course material to develop a comprehensive analysis of major causes of war and identify and defend specific actions a world government organization can take to avoid them. |
Understand how major causes for war can be avoided in the future. |
Capstone course on International Health |
Using budget data from the World Health Organization, prepare a proposal for implementing strategies shown to be effective in fighting the world-wide AIDS epidemic and reallocate the budget for effective implementation of those strategies. |
Reflect and act on the information learned and how it can be used to globally improve health promotion. |
Natural Science Capstone Courses
Capstone |
Student Learning Outcome |
General Course Goal |
BOT/ZOO |
Students will propose an acceptable protocol for sample preparation, prepare a sample, carry out SEM imaging on the sample, and analyze the image. |
Students should be able to use SEM techniques. |
BOT |
Students will use a series of questions such as are typically used by reviewers for professional journals to evaluate a recently published article. |
Students will be able to critique a research paper. |
CHM |
Students will identify a question of natural interest, research related issues, take a position, present evidence to support their position, report other common positions, and prepare an action plan based on their position. |
Students will form and defend a position on a current issue of national interest. |
CHM |
Students will identify a suitable research question, design an appropriate experimental procedure to resolve the question, carry out the experiment, and report the results in a format appropriate for a scientific journal. |
Students will understand the scientific method. |
MBI |
Students will identify and discuss the socioeconomic, moral, and ethical issues related to their own research project.
|
Students will understand that most scientific research has socioeconomic or ethical implications. |
MBI |
Students will make an oral presentation of their own research project. The presentation should be well-organized, use visual aids as appropriate, target a specific audience, and be delivered in clear and grammatically correct spoken English. |
Students will develop oral scientific communication skills. |
MTH |
Given a geometric system, students will determine what algebraic properties apply to this system. |
Students will integrate ideas from algebra and geometry. |
MTH |
Given an open-ended real-world problem, students will determine what mathematical techniques are relevant to its solution. |
Students will understand how to mathematics to practical problems. |
MTH |
Given a mathematical theorem, students will describe the preceding mathematical work on which it depends, how it reflects mathematical norms of the period, and any human issues which either contributed to or hindered its development. |
Students will understand the historical context and human dimensions of mathematics. |
PHY |
Students will develop a scientific question to be studied in their project and critique questions posed by other students. |
Students will learn how to formulate scientific questions. |
PHY |
Given a complex societal issue, such as reduction of CO 2 or storage of radioactive waste, students will analyze several possible actions based on their scientific, economic, and political feasibility. |
Students will integrate physics knowledge with other areas of knowledge. |
PSE |
Given a sample paper, students will determine the raw materials and papermaking processing conditions required to produce that paper. |
Students will understand the papermaking process. |
ZOO |
Students will develop a species conservation plan. |
Students will understand the principles of conservation biology. |
ZOO |
Given an environmental question or issue, the student will analyze the case in terms of science, risk, economics, public policy, and social/ethical issues. |
Students will analyze environmental issues. |
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