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2015 2016 Learning Outcomes Page 1 of Learning Outcomes Guidelines: During each Coop term students should meet defined learning outcomes (below) and establish their own. 2 *At the beginning of each
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How to fill out learning outcomes - Cornell:

01
Start by reviewing the course curriculum and objectives to identify the specific learning outcomes that need to be addressed.
02
Use the SMART framework to guide the development of the learning outcomes - make sure they are Specific, Measurable, Achievable, Relevant, and Time-Bound.
03
Clearly articulate what knowledge, skills, or competencies students should be able to demonstrate upon completion of the course or program.
04
Use action verbs to describe the desired behaviors or actions that students should be able to perform. For example, instead of using vague terms like "understand" or "know," use specific verbs like "analyze," "evaluate," or "synthesize."
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Align the learning outcomes with the course content, assessments, and instructional strategies. Ensure that there is a logical progression from the content to the learning outcomes.
06
Consider the level of Bloom's Taxonomy or the revised Bloom's Taxonomy that is appropriate for the course. The learning outcomes should reflect the cognitive complexity and depth of learning desired.
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Revise and refine the learning outcomes based on feedback from colleagues, students, or program assessment data.
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Once finalized, communicate the learning outcomes clearly to students through the syllabus, course materials, and assessments.

Who needs learning outcomes - Cornell?

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Educators and instructors who are designing or revising courses or programs. Learning outcomes help them define the intended goals and guide the instructional design process.
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Students can benefit from learning outcomes as they provide clear expectations of what they should be able to achieve and how their learning will be assessed.
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Administrators and accreditation bodies use learning outcomes to ensure that courses and programs meet certain standards and align with the overall goals of the institution.
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Employers and professional organizations may look at learning outcomes when evaluating the qualifications or skills of job applicants who have completed specific courses or programs.
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Researchers and evaluators may use learning outcomes to assess the effectiveness of educational interventions or to analyze student achievement and performance data.
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Learning outcomes at Cornell refer to the specific knowledge, skills, and abilities that students are expected to acquire by the end of a course or program.
Faculty members or instructors are usually responsible for outlining and filing learning outcomes at Cornell University.
Learning outcomes at Cornell can be completed by defining the overall goals of a course or program, breaking them down into specific objectives, and assessing student achievement against those objectives.
The purpose of learning outcomes at Cornell is to provide a clear understanding of what students are expected to learn and to help assess the effectiveness of the teaching and learning process.
Learning outcomes at Cornell should include measurable objectives, assessment methods, and expectations for student achievement.
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