�鶹��ý����

• What big, essential, intellectually challenging questions will your course help students answer and retain?
• What abilities or knowledge will this course help students develop or acquire?
• What will students be able to do, know, think, or appreciate by the time they finish your course?
  How will this course develop and support students’ success in subsequent courses? (Fashant et al., 2020)
• How will this course provide insights that will enhance students’ professional and personal lives? (Fashant et al., 2020)

A learning outcome is a statement that specifically identifies the knowledge, skills, or attitudes learners should be able to demonstrate after completing a course or a unit of study. Learning outcomes should be measurable and observable, and clearly stated so that students and instructors understand what is expected and will be measured (Fink 2013; Wiggins & McTighe 2005). Moreover, strong learning outcomes are student-centered, specific, and realistic, appropriate to your discipline and course.

Student-centered learning outcomes describe what students will be able to do, using active verbs. For example, “students will be able to apply concept X to topic Y.” Bloom’s taxonomy offers a useful classification of the types of work students can do to demonstrate learning:

Several free online tools available from the and the can help you write good, clear, and student-centered learning outcomes that emphasize the purpose and outcomes of the course. Many instructors find GenAI is helpful for turning your goals for the course into clearer and more concise outcomes. Fink (2013) identifies to consider when developing learning outcomes: foundational knowledge, application, integration, human dimension, caring, and learning how to learn.

Here are some sample learning outcomes from various disciplines:

1. Students will explain and evaluate how researchers apply the principles and standards from the APA Ethics Code in the design, data collection, interpretation, and reporting of psychological research. (Psychology)
2. Students will create documents that demonstrate an understanding of common technical writing genres. (Technical writing)
3. Students will describe and predict basic thermodynamic state functions (∆H, ∆G, ∆S) for chemical reactions. (Chemistry)
4. Students will explain the major processes operating in earth science including plate tectonics, waste disposal, the origin of mineral and energy resources. (Earth Sciences)
5. Students will develop a defensible holistic novel business approach with the understanding of why this is critical to success in a highly dynamic context. (Entrepreneurship)

Find additional examples .

• Build the course outline.
  • Choose relevant, meaningful, diverse material that reflects your discipline or subject area and fits firmly within the confines of your course as defined by your student learning outcomes. Consider the importance of inclusive and diverse content and strategies for connecting disciplinary excellence to real-world relevance.
    • Consider Open Educational Resources. University librarians can help you find these resources, and their is very comprehensive.
• Create clear assignments and assessments.
• Plan .
• Review content, assessment, and activities to ensure equitable outcomes.
  • Equity-minded instructors continually work to create equitable and inclusive teaching:
    • Examine biases: one’s own, one’s discipline’s, the history of education’s.
    • Understand learning differences, known and unknown. Implement UDL.
    • Address the power of stereotype threat, and use tools to mitigate stereotype threat.
    • Use measurement and assessment within the context of bias mitigation.
    • Remember the value of diverse representation, references, and ��油��������,��both with respect to course materials and guest speakers.
    • Ask whether your course cultivates belonging for all learners in the class.
    • Consider whether your material, assignments, and activities may or may not be relevant and inviting to the wide range of students who attend �鶹��ý����.

Image from: ; Artist:

• Assess the amount work you are assigning students: is it reasonable and manageable? Wake Forest University has developed a that might be useful.

Meaningful Redesign for Troublesome Moments in Teaching: Conference Archive (2022).

Fashant, Z., Russell, L., Ross, S., Jacobson, J., LaPlant, K. P., Hutchinson, S., & Fink, L. D. (2020). Designing effective teaching and significant learning. Stylus.

Fink, L. D. (2013). (Revised and updated edition. Jossey-Bass

Wiggins, G. P., & McTighe, J. (2005). (Expanded 2nd). Association for Supervision and Curriculum Development.