Student Learning

Learning Outcomes

In theory, learning outcomes are intended to be a guide for developing and assessing programs. They chart the course for the program content. In practice, it is helpful to write the learning outcomes before the program content and assessments; however, new staff may inherit existing programs or some staff may find it easier to write the program content or assessments first and then identifying the learning outcomes. Either way, the important part is that: 1) they exist, 2) they are clear, and 3) they align closely with the program content and assessment questions.

Learning outcomes always start with the condition (e.g., as a result of participating in this experience), followed by the audience (e.g., participants or students), and a description of what the audience will be able to do. It is important that the verbs describe exactly what the audience is expected to know or do and what the audience will be expected to do is measurable (e.g., list at least one strategy for community development). For help with choosing verbs, explore Bloom's Taxonomy and the Medicine Wheel.

Experiential Learning Examples

After completing this experience, students will be able to:

  • List at least three experiential learning activities they would like to complete
  • Select at least one student organizations they hope to join
  • Identify at least one conference they would like to attend
  • Locate WCU’s job board for internship and employment opportunities
  • Describe the process for pursuing an education abroad opportunity
  • Practice the communication standards for rock climbing at least three times.
  • List three tips for approaching employers.

Community Examples

After completing this experience, students will be able to:

  • Define community.
  • Explain the Boyer’s six principles of community.
  • Describe at least one way they can contribute to the betterment of the WCU community.
  • List at least three practices for effective community engagement.
  • Explain at least two reasons for being an informed voter.
  • Evaluate at least three viable opportunities for effectively addressing issues of public concern.

Relationship Examples

After completing this experience, students will be able to:

  • Identify four important conversation skills.
  • Practice nonverbal communication skills in their conversations with peers.
  • Describe two conflict resolution strategies.
  • Describe one strategy for handling difficult dialogues.

Responsibility Examples

After completing this experience, students will be able to:

  • Recall dates regarding financial aid and billing processes.
  • Identify one confidential resource for students to access in times of need or crisis.
  • Articulate three qualities of a strong leader.
  • Describe the student conduct process.
  • Identify one health and well-being goal.

General Learning Outcomes Assessment Questions

For large programs that have numerous components and learning outcomes, it may be easier to measure student learning through the following questions:

  • What did you learn that you didn't know before attending this program?
  • What can you do now that you couldn't do before attending this program?
  • Have your views changed as a result of attending this program? If so, how?
  • How will you change your behavior as a result of attending this program?
  • How does the information provided in this program connect with what you have learned in class?
  • How does the information provided in this program apply to your life?
  • How can you use this information to make an impact on your community?
  • What future steps are you thinking about taking as a result of attending this program?
  • What questions do you still have after attending this program?