Updating Curriculum to Support Learning

Davidson County Community CollegeMay - 2011

Model for Updating Curriculum to Improve Teaching and Learning

Write the Outcomes

Improve the Curriculum

Teach tothe Outcomes

Assess The Outcomes

Model for Updating Curriculum to Improve Teaching and Learning

Stage Description

Define the desired student learning outcomes using action verbs and different levels of critical thinking.

Create the learning activities that provide the opportunities for students to meet learning outcomes.Assess student progress to ensure that the student learning outcome has been met. Evaluate tests to determine if they measure outcomes.

Use the result of assessment to make improvement in the curriculum to improve teaching and learning.

WriteTeach

Assess

Module One: Writing Student Learning Outcomes

Davidson County Community CollegeMay, 2011

Faculty Outcomes

1.Define an intended Student Learning Outcome (SL0).2.Discuss the benefits of effective SLOs for students and faculty.3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes.

4.Write effective SLOs using action verbs.5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy.6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs.7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.

Faculty Outcomes

1.Define an intended Student Learning Outcome (SL0).2.Discuss the benefits of effective SLOs for students and faculty.3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes.

4.Write effective SLOs using action verbs.5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy.6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs.7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.

What are SLOs?

Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing a course.

1. Focused on what the student can do.

2. Use active verbs.

3. Include an assessable expectation that is observable and measurable.

1. Focused on what the student can do.

2. Use active verbs.

3. Include an assessable expectation that is observable and measurable.

Helps to improve teaching practices

Guides our teaching strategies and assessment

Maintains high standards. Produces consistency of

standards between course sections

Gives students more responsibility.

Directs our teaching practices to be more student/learning-centered.

Informs students of the expectations up front.

Validates both what we are teaching and why we are teaching it.

Benefits of SLOs for Faculty and Students

SLOs at the College

Write

How do I write outcomes to let students know what is expected of them?

Module One: Write the Outcomes

Six Steps For Writing Student Learning Outcomes

Your TurnYour Turn

1. Stand at your seat.

2. Take turns rolling the dice.

3. For the number that appears with your roll, recall that number of steps for writing an SLO. Then you can reclaim your seat.

Writing Student Learning Outcomes

“Begin with an end in mind.”

Stephen Covey

Bloom’s Revised Taxonomy

Bloom’s Revised Taxonomy

H

O

T

S

L

O

T

S

Your TurnYour Turn

1. Using your syllabus for course you are teaching, create one outcome for each level of Bloom’s taxonomy.

2. Pair up and check with your partner.

Your TurnYour Turn

Using your current syllabus and the Student Learning Outcome Checklist provided review your syllabus outcomes and capture evidence that each one mets the criteria. If not what do you need to do to fix that outcome?

Matrix to Track Relationship of SLO the Course to the Program Outcomes

Program OutcomesSLO

1SLO

2SLO

3SLO

44. Use current technology to access

and process health information. x

5. Demonstrate knowledge and skills necessary for entry level health information competencies.

x

6. Practice in a legal, ethical, and professional manner by demonstrating responsibility, initiative, positive attitudes toward those of diverse backgrounds, integrity, time management skills, and the ability to work in teams in a healthcare setting.

x

Example of Progression of SLOs

Student Learning Outcomes Remember Understand Apply Analyze Evaluate Create

HIT 112 Health Law and Ethics

1. Locate Federal and State statutes relative to the management of health information.

X

2. Explain the duty to provide a reasonable standard of care

X

3. Describe the legal status of health information

X

4. List acceptable methods of record authentication

X

5. Apply laws and regulations relative to the confidentiality of health information

X

HIT 216: Quality Management

Remember Understand Apply Analyze Evaluate Create

1. State quality assurance philosophy and purpose.

X

2. Evaluate diagnostic and treatment documentation.

X

3. Relate QA terms to the JCAHO health care quality vision.

X

4. Prepare data presentations. X5. Abstract medical records X

Matrix to Track Progression of SLO in the Curriculum

Your TurnYour Turn

1. Put the program outcomes from the catalog in the row on the top. Be sure they are numbered.

2. List the major courses in your program in the column on the right.

3. Indicate in which courses you I = Introduce the outcome; R = Reinforce the outcome; or M = Master the Outcome