I was reporting recently on the challenges the DIY "maker movement" faces as it moves into more classrooms, when I flipped through a copy of the new book, The ABCs of How We Learn: 26 Scientifically ...

Mary C. Wright’s new book, Centers for Teaching and Learning: The New Landscape in Higher Education (Johns Hopkins University Press) was born out of a fairly simple question: Just how many centers for ...

Faculty members tend to be skeptical about attempts to go beyond grading with standardized definitions and measures of what students should learn -- the so-called student learning outcomes accreditors ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

The first step in an assessment cycle is to identify the learning outcomes that should occur for each Program. A well-formulated set of Program Learning Outcomes (PLO) will describe what a faculty ...

John Hattie is entitled to receive a share of proceeds from the sale of the book described in this article. In 2008, I published my book Visible Learning, which aimed to explain what works best to ...

After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Often, instructors want students to do more than know content that is increasingly complex. Other goals may refer to students’ interaction within the larger program or within the world. Fink (2013) ...

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...