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.

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

Have you ever been excited to learn about a particular topic, only to attend the session and find yourself disappointed? Perhaps the material was overwhelming or lacked alignment with the outlined ...

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 ...

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...

As a learning designer, when I have conversations with university teaching staff about their courses, they always ask me “How do I redesign my assessments or redesign my course?” My first response, ...

In order to have quality graduate education, individual courses must have learning outcomes that are appropriate for graduate students. Learning outcomes should emphasize the application, analysis, ...

Most professors probably have learning outcomes for their students -- it would be hard to know what to teach and how to assess students without them. But whether professors write down those desired ...

Institutional learning outcomes were established in 2014 in the Realizing UB 2020 report. The Office of Curriculum, Assessment and Teaching Transformation, in collaboration with the Institutional ...