Degree Program Student Learning Outcomes  

Learning outcomes are statements of the concepts, ways of knowing, skills, values, attitudes, and/or dispositions a student should possess and be able to demonstrate upon completion of a single learning experience (such as an assignment), a collection of learning experiences over a shorter time period, such as a course, or over a longer time period, such as across the degree program.

Purpose of Program Learning Outcomes

Click here to view the purpose of program learning outcomes

 

 

Program Student Learning Outcomes are the cumulative disciplinary concepts, ways of knowing, skills, values, attitudes, and/or dispositions a student possesses and is capable of demonstrating upon completion of the degree program. At the program level, student learning outcomes take the form of broad descriptions that include an identification of:

     1. what is learned, and

     2. how a student demonstrates that learning.

These two factors transform a general statement of learning into a targeted goal that can be identified and observed by either the student or faculty member when it is achieved.  Although still broader than a course learning outcome, these provide clear targets of what a student will know and be able to do upon completion of a degree program.

 

 

UAC Criteria 

Click here to view UAC Feedback Rubric Criteria for program learning outcomes

Effective Program Learning Outcomes provide a summary of the program-level student learning outcomes with clarity and specificity including precise verbs, rich descriptions of the content/ skill/ or attitudinal domains, and clear identification of whom will be assessed (e.g., “graduating seniors in the Biology B.S. program”).  Programs with emphases (e.g., sub-plans, specializations, etc.) would additionally need to identify a “common core” set of program student learning outcomes similar for all emphases and identify a unique set of program student learning outcomes for each emphasis area.

Needs Improvement

Effective

Distinguished

  • States program student learning outcomes with imprecise verbs (e.g., know, understand), vague descriptions of content/ skill/ or attitudinal domains, and vague identification of whom will be assessed (e.g., “students”)

For Programs with emphases:

  • Does not identify a “common core” of program student learning outcomes similar for all emphases or a unique set of program learning outcomes for each emphasis
  • States program student learning outcomes that generally contain precise verbs, rich descriptions of the content/ skills/ or attitudinal domains, and clear identification of whom will be assessed (e.g., “graduating seniors in the Biology B.S. program”)

For Programs with emphases:

  • Identifiesa “common core” set of program student learning outcomes similar for all emphases

AND

  • Identifies a unique set of program student learning outcomes for each emphasis
  • States all program student learning outcomes with clarity and specificity including precise verbs, rich descriptions of the content/ skill/ or attitudinal domains, and clear identificationof whom will be assessed (e.g., “graduating seniors in the Biology B.S. program”)

Examples of Program Learning Outcomes with Explanations Aligning with UAC Rubric Criteria

1. Is it clear and explicit?  To write outcome statements that are clear and explicit, ensure they:

(a) flow directly from, and support, the program mission (and college and university mission, where appropriate); and

(b) relate directly to the academic discipline by reflecting the knowledge, skills, etc. that students should acquire.

Click here to explore how to construct learning outcomes that flow directly from the program mission

When you begin the process of revising or creating Program Learning Outcomes, it is useful to review and consider your program, college, and university mission statements.  The connection of your program learning outcomes to those mission statements should be evident.  For example, if you have identified learning outcomes in your program connected to the Global Learning Initiative, these should be described according to how the elements of Global Learning, Environmental Sustainability, and Diversity are interpreted and applied through your discipline.  Below is an example:

Sample outcomes that need to be improved

Sample outcomes that are effective

Show competency in understanding global diversity.

FCB graduates will be able to analyze the implications of differing legal environments on global business operations.

Graduates of the BS in Justice and Policy Studies program will understand environmental sustainability.

Graduates of the BS JPS program will be able to analyze a current issue in criminal justice, and apply their findings to recommend environmental legislation at the County and State levels of government.

 

Click here to explore how to construct learning outcomes that connect directly to your field of study

Frequently, learning outcomes selected by disciplinary programs can be so general that they align better with general education learning outcomes than with their own field of study, such as “showing competency in written communication,” or being a “critical thinker.”  Everyone would agree that these are important skills, but how are these skills unique to the academic approaches to your field of study?  To improve these learning outcomes, identify the specific approach or type of critical thinking/ writing/ oral communication/ etc. required in your field.  If writing is important, what types of writing and to what kinds of audiences?  Describe exactly what it is your program prepares students to accomplish with their degree.

Sample outcomes that need to be improved 

Sample outcomes that are effective 

Show competency in written communication skills

GSP graduates will be able to professionally communicate synthesized knowledge, research, and designs through written products appropriate for diverse audiences and perspectives

Graduates of the BS in Psychology program will be effective oral communicators.

Graduates of the BS Psychology program will be able to develop and present a professional conference poster presentation of their research findings.

 

 

2. Student Demonstration: How will students from your degree program demonstrate the outcome?

Click here to explore how to construct demonstrable learning outcomes

Write outcome statements that are observable and measurable.  Unobservable behaviors include such things as what students “think,” or “understand,” or “appreciate.”  It is possible to observe how much a student understands a concept, but to do so the outcome must be changed to something like the following: “Demonstrates understanding of concepts by achieving a certain score on a Mock Board Exam,” or “Demonstrates understanding of the scientific method by completing a research project.”  Usually, once you identify how they will demonstrate their “thinking,” “understanding,” and “knowledge,” it is more concise to describe the skill or utilization of that knowledge, as provided in the examples below.  When identifying learning outcomes for concepts and knowledge areas, consider about what students will be able to DO with the knowledge and understanding that they acquire.

Sample outcomes that need to be improved

 

Sample outcomes that are effective

 

Students will understand the research process.

GSP graduates will be able to apply relevant qualitative and quantitative research methods to conduct scientific, objective inquiries at local, regional, and global scales.

Students will understand impacts of environmental sustainability in forestry. 

Forestry students will compare the ecological and biological characteristics of at least one forest ecosystem   that is represented in a country other than the United States to at least one forest ecosystem within the United States.

 

3. Who will accomplish this outcome: Does the outcome clearly articulate the student population that is targeted in achieving this outcome and are the standards of the appropriate level for their degree level (i.e., Bachelor's vs. Master's vs. Doctoral)?

Click here to explore targeted populations and degree standards

Identifying the population who will encounter and need to achieve mastery of the learning outcome will assist in defining the learning outcome at the appropriate level.  In the example below, the learning outcome would be too broad if it were for a specific field or discipline, but at the university level, applying to “NAU graduates,” it is a precise statement of the learning NAU expects all of its graduates to achieve. 

Sample outcome that is effective when applied to all NAU Graduates (but would be imprecise if applied to a degree program):

  • NAU Graduates can articulate the importance of and options for environmental sustainability both locally and globally

Some degree programs have emphases (aka sub-plans, specializations, etc.).  If your program has emphases it is important to identify the learning outcomes that are common to all students in the program, regardless of the emphasis which they plan to explore.  These are what we refer to as “common core” outcomes.  Emphasis areas should have unique learning outcomes which separate each emphasis from the other.  It is important to identify the unique learning outcomes present for each emphasis.  This will assist in defining differences across student skills, abilities, and knowledge when you assess learning outcomes.

When identifying your population, it is important to develop outcomes at the correct standard for the degree they are earning to ensure Bachelor’s and Master’s Degree programs provide the appropriate rigor for our students.  A useful resource for identifying outcomes of appropriate rigor is the Degree Qualifications Profile from the Lumina Foundation.  As well disciplinary-specific professional associations and organizations frequently provide insights into new outcomes and directions for learning for degree programs.  Below is an example of the different outcomes suggested for “Analytical Inquiry” at the Associate, Bachelor’s and Master’s Degree Levels by the Lumina Foundation:

Associate Degree

Bachelor’s Degree

Master’s Degree 

  • Identifies, categorizes and distinguishes among elements of ideas, concepts, theories and/or practical approaches to standard problems.

 

  • Differentiates and evaluates theories and approaches to complex standard and non-standard problems within his or her major field and at least one other academic field.

 

  • Disaggregates, adapts, reformulates and employs principal ideas, techniques or methods at the forefront of his or her field of study in the context of an essay or project.

 

 

Developing New Program Learning Outcomes

Click here to explore processes for developing new program learning outcomes

The time you invest developing your program learning outcomes will save time later in the assessment process, because it will help you identify useful and meaningful assessment questions, and design effective measures of assessment.  If you find that you are spending a large amount of time or becoming frustrated, it is time to stop and ask for help.  If that happens, please contact us, and let us help you simplify things.

To access the worksheet that corresponds to the steps below, please click here.

Step 1.  Identify the goals of your degree program: For what are you preparing your students?

Begin by examining your program’s mission statement, and the mission of your College and NAU.  What are the goals of your degree program? For what are you preparing students to accomplish upon graduating from the University?  (e.g., Continuing to graduate school?  Preparation for a specific career or profession? Being a productive citizen? etc.)

Step 2.  Expansion: Creating an exhaustive (or nearly exhaustive) list of possibilities:

The process we recommend in developing new program learning outcomes is to identify as many of the knowledge areas, skills, values, attitudes/ dispositions possible for your program.  Please keep in mind that different disciplines identify “knowledge,” “skills,” “values,” and “dispositions” differently.  It is not necessary to categorize each of these in the same manner as the examples below.  The important point is to identify those essential defining areas that, together, create an ideal student in your degree program.

Some examples of knowledge areas, skills, ways of knowing, values, attitudes and dispositions include:

  • Knowledge Areas: Theories and their related content, Broad content knowledge all members of a discipline should master, Sub-sets of content knowledge that is unique to emphases or specializations within your discipline, etc.
  • Skills: Analysis, Application of theory/ knowledge, Creativity, Design, Leadership, Problem solving, Team participation, Writing, Oral presentations, Technical skills, Clinical skills, etc.
  • Ways of knowing: Scientific method, Quantitative reasoning, etc.
  • Values: Civic knowledge and engagement (local and global), Intercultural knowledge and competence engaging across diverse populations, Ethical reasoning, Lifelong learning, etc.
  • Attitudes/ Dispositions: Empathy and caring for patients; Listening; etc.

Think through the courses of your program.  Write down an exhaustive list of ideas for each of the areas above, as they relate to your degree program and field of study.

If your program has existed for a fair amount of time, but you have never developed Program Learning Outcomes, another approach that may be useful is to gather in one document all of the course learning outcomes from your core courses, as well as your electives. 

Review your list and consider the following question in creating your outcomes: What will an “ideal” student graduating from your program know and be able to do?  Include these if they are not on the list.  Focus on what the “ideal” student graduating from your program should be able to know, do, and value, as well as the attitudes and dispositions that would assist students in achieving the highest level of success in your field. 

Again, review your list, and now consider this question: What are the defining characteristics students must master to obtain a degree in YOUR program?  Include these if they are not on the list. What are the unique opportunities and approaches which you hope students will experience, and how will that manifest itself in students’ learning?

Step 3.  Contraction: Revising the many possibilities into a set of clear outcomes.

Now, we’re going to take the results of Step 2, and reduce them to a set of 7 to 11 program learning outcomes.  Begin by organize the topics and outcomes on your lists into related batches.  (Identify areas of content knowledge that are closely related, and place them together.  Do the same with the other categories (skills, values, etc.).)  If you haven’t already, begin to connect these across categories (knowledge to skills, values to attitudes, etc.).  For example, maybe at the program level “writing comprehension” occurs through completing a scientific investigation, or other analysis.  Particularly focus on identify connections between outcomes that are unobservable (such as understanding a concept, listening to a patient, etc.) to outcomes that are observable (completing Mock Board Exams, writing projects, presentations, etc.). 

Still have too many outcomes?  Next, rank the overall importance of each (Essential, Very Important, Important, Somewhat Important).  From this data and follow-up conversations, identify a final selection of characteristics that faculty believe most suit the degree program as it is uniquely taught by the faculty members at NAU.

Use the following questions to identify whether your outcome accomplishes the University Assessment Committee criteria for a distinguished Program Learning Outcome:

  • How does it support your program’s mission?
  • What learning goals does it accomplish for your program?
  • How is it directly related to your discipline or field of study?
  • Is it demonstrable?  How will you know it when you see it?

~Adapted from Creating Learning Outcomes from www.Stanford.Edu and ASU’s Assessment Handbook

Revising Program Learning Outcomes

Click here to view a process for revising your program learning outcomes
Step 1

Begin with a discussion focusing on what the “ideal” student graduating from your program should be able to know, do, and value, as well as the attitudes and dispositions that would assist students in achieving the highest level of success in your field.

Step 2

Have each faculty member

  • Identify content areas, skills, values, attitudes, and/or dispositions that they teach in their courses, but which lay outside of the definitions of the current program student learning outcomes; and
  • Write down statements (including content areas, skills, values, attitudes and dispositions) they believe are missing from the program’s student learning outcomes, yet represent defining characteristics mastered by students to obtain a degree in your program.

Step 3

Compile and share these across the degree program (if desired, use a facilitator), discussing the connection of each and its importance to the degree program.  In these discussions, engage faculty in clarifying the outcome by asking the following:

  • Is it clear and explicit?  How can we increase its clarity and specificity?
  • Is it explicit enough that a student and faculty member will understand what will be accomplished upon completion of the degree program?
  • Are these outcomes for all students?  If our program has emphases, what outcomes are specific or tailored to those emphases?

Step 4

Rank (individually, or in a group) the overall importance of each (Essential, Very Important, Somewhat Important, Unimportant).  From this data and follow-up conversations, identify a final selection of characteristics that faculty believe most suit the degree program as it is uniquely taught by the faculty members at NAU.

Step 5

Make any revisions to ensure your program student learning outcomes accomplish each of the following:

  • Supports your program’s mission;
  • Identifies learning goals accomplished in your field/ discipline;
  • Is demonstrable by the student and observable by professors

~Adapted from Creating Learning Outcomes from www.Stanford.Edu