(Re-)Writing Learning Outcomes
Learning outcomes are statements that clarify some of the skills and types of knowledge that we expect students to have gained--in this case, by the time they have completed a program. You might also hear these referred to as competencies. Learning outcomes shift the focus from inputs (or what faculty intend to cover) to outputs (or what students will accomplish); as such, they almost always begin with "Students will...."
Why create program learning outcomes?
Program learning outcomes are valuable in a number of ways. For faculty, they elucidate how individual courses work within the overall curriculum, provide a baseline for discussions about curricular changes, and align assessment norms. Learning outcomes are especially helpful for faculty who are new to the program or teaching in an interdisciplinary context (as well as guest faculty, TAs, and other as they provide a concise overview of what the program is attempting to accomplish. And for students, they communicate expectations, clarify differences between programs, demonstrate how individual classes and assignments connect with each other, and provide language to explain what they've learned.
Are program learning outcomes the same as course learning outcomes?
Not quite! Program learning outcomes might reflect outcomes in particular courses, but they might also be the cumulative effect of many courses. In addition, while course learning outcomes are often tied to a single assignment, program learning outcomes should be assessable in a variety of assignments and courses.
But course learning outcomes can be a great place to start in writing program learning outcomes and both rely on the same basic concepts. Understanding what faculty expect students to accomplish across the program is invaluable and program learning outcomes can easily be constructed from course learning outcomes. If you're looking for resources about writing course learning outcomes, Dartmouth Teaching Resources has an excellent overview.
How can we write effective program learning outcomes?
First, start with an action verb that describes what students should be able to do by the time they complete the program. Lower-order verbs like remember, understand, and identify are perfectly logical outcomes for introductory courses, but are unlikely to be a central outcome of the program as a whole. These skills are also often harder to assess. Instead, look to higher-order skills in Bloom's Taxonomy (a categorization of levels of understanding developed by psychologist Benjamin Bloom), courtesy of the Institute for the Advancement of Higher Education at Vanderbilt University. Additional verbs and information about Bloom's Taxonomy can be found here.
Second, complete the learning outcome with additional details. What is it you expect students to demonstrate, build, or argue? What does successful research, argumentation, or collaboration involve in your discipline? A learning outcome as sparse as "Students will communicate effectively" is not nearly enough detail to provide a foundation for assessment. What does effective communication require? How do you want students to communicate effectively? Are there types or forms of communication that are particularly relevant? Answering these questions will also make assessment far easier! Dartmouth's Department of Native American and Indigenous Studies has a great example:
Students will "present a critical argument situated within an ongoing scholarly discussion that draws strategically on analyses of both primary and secondary sources; advances compelling claims and evidence; and develops and delivers ideas in clear, logical, organized exposition."
Finally, ensure that the outcomes are broad enough to enunciate learning across the curriculum and appropriate for assessment. Content or skills only covered in a few non-required courses are inappropriate for program learning outcomes, as not all students will have encountered them. For example, several electives in your program might require students to create podcasts, but plenty of students might never take one of those courses. In that case, consider a broader action verb like "communicate" that would include podcasting alongside many other types of oral presentations and potentially even written and visual communication as well.
How many program learning outcomes do we need?
Aim for a handful, or roughly 4-6 learning outcomes. Most importantly, remember that program learning outcomes will never be comprehensive. Focus on a few key learning outcomes: those skills and types of knowledge that all students should reasonably pick up no matter how they make their way through the curriculum.
It might be helpful to consider a few questions. If your program allows students to pick from a group of courses, what do those syllabi have in common? What characteristics do all successful culminating experience projects or assignments share? What differentiates students who complete a degree in your program from those who graduate with a degree in an adjacent or related program?
What are some examples of program learning outcomes?
Dartmouth's accreditor, NECHE, requires all programs to publish their learning outcomes on respective websites, where they serve as tools for both faculty and students. Coincidentally, they also serve as a useful repository of examples, all of which are linked below:
Undergraduate Programs
Graduate Programs
Please note that the public availability of learning outcomes is an accreditation requirement. If your program has updated the URL, please contact us!