Writing clear and measurable course learning objectives/outcomes is a requirement for alignment. Alignment refers to the ability of a program to articulate how its structure is built upon a series of outcomes and course learning objectives. to articulate how its structure is built upon a series of outcomes and course learning objectives.
If program outcomes are the skills/knowledge gained from a program, then course learning objectives are the skills/knowledge gained from a course.
Course learning objectives are:
- Taught in the Course
- Assessed in the Course
- Specific and Measurable
A course learning objective is taught in the classroom and not outside the context of instruction. They are assessed in the course to ensure students achieve them. Finally, course learning objectives are written to be specific and measurable to ensure effective instruction and assessment. For more general information on writing course outcomes visit https://provost.missouri.edu/programs-centers/program-assessments/assessment-of-student-learning/.
Adapting Learning Outcomes or Objectives for Community Engaged Learning Courses
Community engaged (or service) learning courses should be driven by student learning outcomes that reflect both academic and community engaged learning. (TN)
Academic learning outcomes refer to what students should be able to demonstrate, know, or do by the end of the course. The integration of service can enhance academic learning for students 1) by complementing more traditional classroom- and book-based teaching methods, or 2) by enabling learning possibilities precluded in more traditional teaching methods.
Community engaged learning outcomes (or civic) involve personalizing the learning experience in light of the student’s role as a citizen, scholar, or professional. Community engaged learning can range in intensity from a general focus on responsible citizenship to an emphasis on change-making.
University of Tennessee, Knoxville. (n.d.). Service-learning course design guide. Teaching and Learning Innovation (TLI) developed guide. Retrieved from https://teaching.utk.edu/wp-content/uploads/sites/78/2018/04/442930-ServiceLearningGuide-v2.0accessible.pdf
Community Engaged Learning at Mizzou Learning Objectives
* University of Missouri Core Learning Objective
** American Association of Colleges and Universities High-Impact Practice Key Element
*** National Association of Colleges and Employers Competencies for a Career-Ready Workforce
Core MU Community Engaged/Service Learning Objectives
How can these be modified to be specific to your course?
Demonstrate Understanding of Community Issues: Students will be able to identify issues and problems important to society, define their scope, and identify information needed to address them.*
Apply Academic Knowledge to Real-World Problems: Students will integrate theoretical concepts from their academic disciplines with practical experience, applying their knowledge and critical thinking*** to address community challenges and demonstrate understanding of costs, benefits, and/or consequences of proposed resolutions of issues and problems.*
Cultivate Critical Thinking*** and Problem-Solving Skills: Through hands-on experiences, students will develop critical thinking skills and opportunities to discover relevance of learning through real-world application.**
Periodic, structured opportunities to reflect and integrate learning**: Students will engage in reflective practices to assess their personal and professional development***, recognizing the impact of service experiences on their values, attitudes, and skills.
Supplemental Community Engaged/ Service Learning Objectives
Are any of these applicable to your course? How should they be modified?
Develop Cultural Competence***: Through interactions with people from different backgrounds and cultures students will expand their understanding of the world by analyzing and reflecting on issues of diversity, equity, and inclusion from multiple perspectives.**
Practice Effective Communication***: Students will refine their communication skills by interacting with community members, organizations, and peers, demonstrating the ability to articulate ideas, listen actively, and engage in the healthy and positive exchange of ideas.*
Public Demonstration of Competence**: Students will present their work in a clear and concise manner*** to a diverse audience, respond to questions and feedback effectively to demonstrate knowledge and understanding, and revise and edit their presentations to improve clarity and accuracy.*
Work collaboratively with others*: Students will work collaboratively with community partners and fellow students, demonstrating the ability to contribute to a team***, resolve conflicts, and leverage diverse strengths.
Demonstrate Ethical Engagement: Students will explore and apply ethical principles in their service activities, considering the implications of their actions on individuals and the community as they define the duties of responsible citizenship.*
Evaluate the Impact of Service: Students will assess the impact of their service activities on the community, considering both short-term and long-term effects, and exploring ways to enhance positive outcomes.
Implementing Community Engaged Learning Outcomes into Course Objectives
Requirement to be designated as a Community Engaged/Service Learning Course:
A majority of your course objectives are influenced by service learning, including
- 1 or more academic learning outcomes that are explicitly enhanced by service learning
- 1 or more Course-specific Core Community Engaged learning objectives
- Supplemental or newly-developed course-specific Community Engaged learning outcomes (optional)
Please note that our core objectives map back to NACE professional competencies and MU core learning objectives. We encourage you to map all your learning objectives back to these in the MU Educational Assessment App.
Assessment of Community Engaged Learning Outcomes
The Office of Community Engaged Learning supports faculty teaching community engaged courses. As faculty within units are the primary developers, deliverers, and assessors of student learning within their respective courses, overall assessment of student learning outcomes resides at the faculty level under the guidance of home academic units.
Adding in a community engaged learning aspect, though, may be thought of as a co-curricular activities, which are learning experiences, programs, and activities that enhance a student’s learning by complementing the formal curriculum and reinforcing an institution’s values and mission. The prefix “co-” means “together”, so co-curricular activities are meant to work with classroom activities to improve a student’s learning.
In that spirit, the Office of Community Engaged Learning:
- Offers training and consultations with faculty regarding assessing student learning outcomes related to community engaged learning.
- Maintains a faculty guide which includes resources for assessment.
- Co-facilitates, with the Teaching for Learning Center, a Community of Practice for those teaching high-impact and community engaged service learning courses to formalize and share out assessment best practices.
Given the prioritization of NACE competencies in our Community Engaged Learning Outcomes, the office also sends an evaluation to all community site supervisors at the mid and end points of each semester to assess each placed student’s growth on NACE competencies. Students enrolled in community engaged/service learning courses all receive a self-survey assessment survey on NACE competency growth related to their community engaged learning course experience at the end of each semester. Learn more on the survey here.