Defining What, Where, and When We Want Students to Learn

	Title Defining What, Where, and When We Want Students to Learn Excerpt: The most important step to becoming a learning-centric organization and generating the greatest value-add for students is to clearly define the learning we expect of them. This requires the development of a unifying and hierarchical plan for student learning, specifying institutional, college/school, program, and course learning goals and outcomes. By studying this article and its linked resources, and by using the associated shared files, you will be able to: • Explain the interrelationship between courses within a credential, General Education, Liberal Education, and Honor’s programs, at various degree levels. • Explain why learning goals, and their derivative learning outcomes, are… Read More “Defining What, Where, and When We Want Students to Learn” »
Author(s): Graham Glynn		Date last modified: June 8, 2019
Categories: Chief Academic Affairs Office Staff, Dean’s Office Staff (Deans, Executive Deans, Associate/Assistant Deans, etc.), Department Chair Office Staff (Chairs, Assistant Chairs, Program Directors, etc.), Featured, Office Director’s Staff (Director, Assoc./Assist. Director, Coordinator, etc.), President’s Office Staff, Vice President Student Affairs Staff (VP, Assoc./Assist. VP, etc.)
Tags: Bloom's Taxonomy, College/School Learning Goals, Course Learning Outcomes, Course Sequencing, Curriculum Design, Curriculum Mapping, Degree Qualification Profile, Extracurricular Learning Outcomes, General Education, Honors Program, Institutional Learning Goals, Liberal Education, Program Learning Goals, Program Learning Outcomes, Student Learning Outcomes, Student Transition