Learning Outcomes
Published on Nov 25, 2015
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
To Successfully Complete Co-op...
- Confirm Supervisor
- Draft 3-5 Learning Outcomes
- Guided Inquiries (4)
- Mid and End of Co-op Assignments
- End of Co-op Self and Employer Evaluations
- Group Reflection OR CRIM 3000/4000
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Learning Outcomes
By Michelle Zaff
You will be required to draft learning outcomes during the first few weeks that you are on co-op. You will be sent a link and prompted to draft them online. Your outcomes will be sent to your supervisor for their review. You are encouraged to have a conversation with your supervisor to discuss the relevancy and appropriateness of your proposed learning outcomes. You should continue to check back to see if you are making progress toward achieving your learning outcomes throughout your co-op and adjust them as necessary. Learning Outcomes are intended to help direct and bring intentionality and strategy to your co-op work experience and can be very helpful if used correctly.
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Goals vs. Outcomes
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Goals: broad in scope, vague and not measureable
Goals are different from learning outcomes. Goals are broader in scope, often more vague and not measurable.
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Outcome: a statement in specific and measureable terms of what a student will know or be able to do as a result of successfully completing a program of study
Learning Outcome: A statement in specific and measurable terms of what a student will know or be able to do as the result of having successfully completed a program of study.
1. Mastery - Student has intention to improve abilities and learn, no matter how performance suffers. When students strive for mastery, engagement is higher, they are more invested. They seek challenges, persist when encountering difficulty, and feel better about their work. Students who focus on mastering the task or solving the problem
2. Performance - (ability goals or ego goals) Student has personal intention to seem competent or perform well in the eyes of others. More concerned with getting the grade or doing better than other students. Evaluation of their performance is more important than what they learn. Students who focus on how well they are performing/how they are judged by others
3. Work-avoidant – Students who don’t want to learn or to look smart, but just want to avoid work. They feel successful when they don’t have to try hard, when the work is easy, or when they can “goof off”. (Nicholls & Miller, 1984)
4. Social - A wide variety of needs and motives to be connected to others or part of a group. This is more important as students get older. The need for social relationships is basic and strong for most people
1. Mastery - Student has intention to improve abilities and learn, no matter how performance suffers. When students strive for mastery, engagement is higher, they are more invested. They seek challenges, persist when encountering difficulty, and feel better about their work. Students who focus on mastering the task or solving the problem
2. Performance - (ability goals or ego goals) Student has personal intention to seem competent or perform well in the eyes of others. More concerned with getting the grade or doing better than other students. Evaluation of their performance is more important than what they learn. Students who focus on how well they are performing/how they are judged by others
3. Work-avoidant – Students who don’t want to learn or to look smart, but just want to avoid work. They feel successful when they don’t have to try hard, when the work is easy, or when they can “goof off”. (Nicholls & Miller, 1984)
4. Social - A wide variety of needs and motives to be connected to others or part of a group. This is more important as students get older. The need for social relationships is basic and strong for most people
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Outcome: At the end of my co-op I will be able to list the six major magazine publishers and know which magazine titles are associated with each
Outcomes should be:
- S: Specific (significant)
- M: Measurable (meaningful)
- A: Attainable (action-oriented)
- R: Relevant (rewarding)
- T: Time-bound (trackable)
SPECIFIC (or Significant)
Target a specific skill or area for development
MEASURABLE (or Meaningful)
Provide a specific level of accomplishment
ATTAINABLE (or Action Oriented)
State what results can realistically be achieved
RELEVANT (or Rewarding)
Select an outcome related to your work on Co-op
TIMELY (or Trackable)
Specify when/how the outcome will be achieved
Target a specific skill or area for development
MEASURABLE (or Meaningful)
Provide a specific level of accomplishment
ATTAINABLE (or Action Oriented)
State what results can realistically be achieved
RELEVANT (or Rewarding)
Select an outcome related to your work on Co-op
TIMELY (or Trackable)
Specify when/how the outcome will be achieved
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Avoid Non-Measurable Verbs
- Familiarize
- Become acquainted with
- Gain knowledge of
- Learn
- Study
- Appreciate
- Understand
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Why draft Learning Outcomes?
- encourage you to take charge of your future
- focus your attention
- provide a tool to measure progress
- direct/re-direct your future learning needs
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Keys to Writing LO's:
- write as a positive statement
- include dates, times and amounts
- give each a priority
- for each outcome provide brief explanation of why you selected it
- focus on what you will learn and take away from the experience
- start with "At the end of this co-op I will be able to..." + action verb + details
State each outcome as a positive statement – "Execute this technique well" is a much better start than "Don't make this stupid mistake.“
Be precise: Use dates, times and amounts so that you can measure achievement. If you do this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it.
Set priorities – When you have several outcomes, give each a priority. This helps you to avoid feeling overwhelmed by having too many and helps to direct your attention to the most important ones.
Write outcomes down – This crystallizes them and gives them more force.
Keep operational outcomes small – Keep them small and achievable. If it is too large, then it can seem that you are not making progress towards it. Keeping things small and incremental gives more opportunities for reward.
Set attainable outcomes – Set outcomes over which you have as much control as possible. It can be quite dispiriting to fail to achieve for reasons beyond your control!
(In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck.)
By basing them on your personal performance, then you can keep control over achievement and gain satisfaction.
Be precise: Use dates, times and amounts so that you can measure achievement. If you do this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it.
Set priorities – When you have several outcomes, give each a priority. This helps you to avoid feeling overwhelmed by having too many and helps to direct your attention to the most important ones.
Write outcomes down – This crystallizes them and gives them more force.
Keep operational outcomes small – Keep them small and achievable. If it is too large, then it can seem that you are not making progress towards it. Keeping things small and incremental gives more opportunities for reward.
Set attainable outcomes – Set outcomes over which you have as much control as possible. It can be quite dispiriting to fail to achieve for reasons beyond your control!
(In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck.)
By basing them on your personal performance, then you can keep control over achievement and gain satisfaction.
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How to Start?
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Step 1:
Write your questions:What do you NOT know about your co-op job?
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Untitled Slide
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Questions- examples
- will I make friends?
- will I know "enough" excel?
- how will this co-op help me long/short term?
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Step 2:
Consider your resources and turn questions into Outcomes
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Turn Questions into Outcomes
- By the third month of my co-op I will have asked three people to eat lunch
- By the end of this co-op I will take a Lynda class and ask colleagues for help so I will be able to use pivot tables to track data in Excel
- By the end of my co-op I will have conducted six informational interviews and outlined three prospective career paths in this industry
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Step 3:
Review SAIL skills list
and update/refine outcomes
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Adding SAIL skills
- I will develop networking skills by asking 3 people to lunch within my first month
- I will develop help-seeking and resourcefulness skills by taking a Lynda course and asking a colleague for help in utilizing pivot tables in Excel
- I will develop decision-making skills when assessing possible career paths by the end of my co-op
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Learning Outcomes: How could these be improved?
As the ID unit intern, I would like to learn how evidence is gathered in order to bring a case to court. I would also like to learn how fingerprints are taken and why they are so important when it comes to criminal cases.
I would like to learn the different terms and abbreviations Police officers and detectives use when handling a case.
I hope to grow as an individual in a way that allows me to understand why I chose criminal justice as my area of study. I also hope network with all of my colleagues, in order to understand not only the job better, but to also learn more about my myself and my future goals.
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Use the outcomes you drafted today to help when you are required to draft outcomes during your 1st month on co-op
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Throughout co-op reflect on and refine your Outcomes
Are you progressing toward accomplishing them? Do you need to change them?
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Mid Co-op Assignment:
(returning to questions)
List 3-5 thoughtful questions that you would like answered by the end of your co-op. Questions can relate to specific tasks/projects, people you work with, people in other departments, on the company/firm/industry or anything else that has sparked your interest.
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Sample Mid Co-op Questions:
Brookline Police Department; Crime Analysis
I’d like to know the extent to which police officers and prosecutors work together, and how they do so.
I want to know more about what the police academy entails, as well as how the application process works and its cost
I want to know how the promotion process and police hierarchy works because I’ve been seeing a lot of the negative aspects of the system in my job.
Lastly I want to know if it’s possible to integrate any of the policy ideas that professors and researchers have suggested into the existing criminal justice system.
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After co-op, use your Outcomes to help you update your resume and decide what you want to do next...
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