What are learning outcomes?

Learning outcomes are statements that specify what learners will know or be able to DO as a result of a learning activity. The key word is Do and the need in drafting learning outcomes is to use active verbs. Outcomes describe a desired condition such as knowledge, skills, or attitudes that need to be fulfilled.

What are the characteristics of good learning outcomes?

Three characteristics of learning outcomes

1.              The specified action by the learners must be observable.

2.              The specified action by the learners must be measurable.

3.              The specified action must be done by the learners.

An ultimate test when writing a learning outcome is whether or not the action taken by the participants can be assessed. If not, the outcome probably does not meet all three characteristics.

1.              who is to perform;

2.              what action they are to take;

3.              some result that must come from their action.

How do you fix an unclear outcome?

An unclear learning outcome is often an outcome that represents an element of the course or the curriculum rather than actions the students will generate, e.g., "Students will write case studies of social service agencies." This outcome describes what students will do but not the result of the action. A better learning outcome would be: "Students evaluate two social service agencies using the case study method."

Effective learning outcomes can be measured:

Example #1

• Unclear learning outcome:

Students will understand three main reasons for participating in volunteerism.

• Clear learning outcome:

Students will list three reasons for participating in volunteer opportunities.

Example #2

• Unclear learning outcome:

      Students will develop an appreciation of cultural diversity in the L.A. area.

• Clear learning outcome:

Students will summarize in writing their perceptions of cultural diversity on campus.

What is the importance of action verbs?

Since the learner's performance should be observable and measurable, the verb chosen for each outcome statement should be an action verb that results in overt behavior that can be observed and measured.

Outcomes can be modified by changing the action verbs. Some action verbs include:

Knowledge:

• identify
• outline
• describe
• summarize
• define
• recall

Comprehension:

• classify/categorize
• locate
• report
• indicate
• review

Application:

• apply
• illustrate
• interpret
• employ
• integrate
• demonstrate

Analysis:

• appraise
• compare
• contrast
• experiment
• critique

Synthesis:

• arrange
• formulate
• assemble
• compose
• design

Evaluation:

• predict
• assess
• select
• evaluate
• estimate

Certain verbs are unclear and are subject to different interpretations in terms of what action they are specifying. Such verbs call for covert behavior that cannot be observed or measured. These types of verbs and phrases should be avoided: know, becoming aware of, appreciate, learn, understand, and become familiar with.

[1] Adapted from the University of Southern California, Division of Student Affairs Assessment Team, "Writing Learning Outcomes".

Yes, as long as these are identified separately. Requisites must be in the form of an identifiable course number, i.e., ARTP-UE 1xxx.

The syllabus serves as a contract between the instructor and the student and it should reflect clear expectations and policies. All syllabi must include the catalogue description, learner objectives, list of required and/or recommended readings, assignments and their weight towards the final grade.

Learner objectives should outline three or four outcomes or skills students will achieve at the close of the class, (i.e., "at the end of this class students will be able to analysis, integrate, apply," etc). Instructors are strongly encouraged to define their attendance and participation policies, especially with regard to excused and unexcused absences and criteria for participation. Assignments should be descriptive in terms of length and scope (written assignments should be defined as review, analysis, research, etc.) Instructors should include a grading rubric outlining the criteria for the final course grade.

A sample syllabus is available for download here.

For a sample grading rubric, click here.

For information on writing learner outcomes, click here.

In addition, please include the following:

ACADEMIC INTEGRITY 

 All students are responsible for understanding and complying with the NYU Steinhardt Statement on Academic Integrity. A copy is available here.

STUDENTS WITH DISABILITIES

Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation.

Steinhardt follows the following formula as decreed by the State Education Department:

0000 and 1000 Level Courses 2000 and 3000 Level Courses

*Applicable only to baccalaureate programs in Media, Culture & Communication and Applied Psychology

Program: major or curriculum leading to a degree or advanced certificate. The educational requirements of a program must be registered with the New York State Education Department. The program title of a student's declared major appears on his/her transcript.

Concentration: significant sub-area of a program approved by the New York State Education Department. The title of a declared concentration appears on the transcript.

Specialization: a less formal sub-curriculum, usually constituted through electives by advisement rather than actual preset requirements; it is not indicated on the transcript.

Dual Degree Program: typically a B.S./M.A. within the same school or between two schools that is specifically registered with the New York State Education Department and that results in two degrees awarded. The combined curriculum often allows students to reduce credits and time to degree completion. The title of a student's declared dual degree program appears on his/her transcript. The student may be registered in both schools at the same time.

Joint Degree Program: combined curriculum that is registered with the New York State Education Department and for which two academic units contribute to the educational requirements that lead to one degree awarded.

Standard Course: A standard course is one that the relevant department(s) have approved for formal listing in the official documents of the University—for example, catalogues and University web pages. It may be offered by the relevant department(s) on an indefinite basis. The course proposal form, including a sample syllabus, must be reviewed and approved by the department curriculum committee and chair as well as the CCP.

Liberal Arts Core: course of a general or theoretical nature that are designed to develop judgment and understanding about human beings’ relationship to the social, cultural, and natural facets of their total environment. Working corollaries for counting liberal arts courses include:

1. Independent of specific application

2. Theoretical understandings as opposed to practical application

3. Breadth and scope in principle covered

4. Not definitely directed toward particular career or specific professional objectives

5. Not chiefly "how to" in manipulative skills or techniques

6. Not "applied" aspects of a field

The Liberal Arts Core in Steinhardt is housed in the Department of Humanities & Social Sciences in the Profesisons under the prefix LIBAR, which acts as a service number for undergraduate students. Liberal Arts Core courses that originate in a department other then Humanities and Social Sciences are cross-listed under the designation of "same as" meaning that the courses have two numbers for administrative purposes, i.e., LIBAR-UE 0593/MCC-UE 0005 Introduction to Human Communication and Culture to reflect their designation both as a Liberal Arts Core course (LIBAR) and as a course in the home unit.(MCC in this example).

Pilot: (Please note: because pilot courses have academic limitations the Office of Academic Affairs only rarely grants administrative approval and strongly encourages faculty to pursue the standard course approval procedure).

A pilot course is an experimental course lacking official status in the curriculum. It may only satisfy elective credit or excess credit above and beyond degree requirements; it may not substitute as a requirement in a program leading to certification or licensure. The course will be terminated after one semester and must be submitted to the CCP for faculty approval before being re-offered.

Any full-time faculty member, with the approval of his/her department chair, may submit a request for a pilot course to the Academic Program Review Administrator. The request must include course title, student population, e.g., graduate, undergraduate, hours and points, description, and syllabus. A course number will be assigned so that the course may be made available for registration. Please note: approval of pilot courses is rare.

Shadow: a technical course such as a studio or workshop in which skills development are offered at the same level and in the same format for both undergraduate and graduate students. A shadow course can only be developed out of a skills based existing undergraduate course, which sponsors the graduate course. Shadow courses only require administrative approval from the Academic Program Review Administrator.

Umbrella: the umbrella course format allows for a general focus with different specific topics depending on location, context or module. The umbrella format is useful for advanced, specialized, or global courses that shift in topics/context, but which remain consistent with the general umbrella focus. Advanced courses call for prerequisites; Special courses are limited and serve a specific function. The advantage of the umbrella course is that it allows students to take the course more than once and indicates on the transcript the specific focus of the course thus eliminating the appearance that a student has taken the same course multiple times.

The (umbrella) general focus requires CCP approval and topics may be added by submitting a brief description of the new topic, the change in title (what comes after the colon), and a syllabus to the Academic Program Review Administrator. Department Chair approval is required. The specific topic will receive a discrete number.

Example of a Global Umbrella Course

Food and Culture carries the broad description:

Study of the complex interactions between food and culture, the effects of cultural factors on dietary practices, and the cross-cultural exchange of dietary practices, beliefs, and foods between the United States and countries throughout the world.

The focus of this course will remain "the interactions between food and culture", but the topics will be influenced by the context of the global site. For example, this course can be offered in different global sites and is repeatable, e.g., Food and Cultures: New Orleans, Food and Cultures: Paris, Food and Cultures: Shanghai.

Example of a Special/Advanced Umbrella Course

Topics in Advanced Quantitative Methods refers to specific modules:

This umbrella course provides abbreviated modules of quantitative methodology topics that are understood to be essential for graduate training in the social, behavioral, allied health and policy sciences. Module topics include analysis of complex surveys, classification and clustering, casual inference, factor analysis and latent variables, missing data, sampling, multi-level modeling and spatial data analysis.

The faculty agreed that Advanced Quantitative Methods is too large to be covered by one course, and that students do not need to be exposed to each topic covered by its scope. The different topics are modules of Advanced Quantitative Methods.

RESCH-GE 2011 Topics in Advanced Quantitative Methods: Classification & Clustering

RESCH-GE 2012 Topics in Advanced Quantitative Methods: Causal Inference

RESCH-GE 2040 Topics in Advanced Quantitative Methods: Multi-Level Modeling Growth Curve

RESCH-GE 2041 Topics in Advanced Quantitative Methods: Practicum in Multi-Level Models Growth Curves

RESCH-GE 2042 Topics in Advanced Quantitative Methods: Multi-Level Modeling Nested Data

RESCH-GE 2043 Topics in Advanced Quantitative Methods: Practicum in Multi-Level Models

The department CCP representative is responsible for the following:

• guiding colleagues through the proposal process, e.g., answering questions about the forms and procedures
• ensuring review and approval by the department curriculum committee and department chair prior to submission to the CCP
• reporting the CCP’s comments to the department chair and course proposer.