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Learning Objectives

(http://faculty.washington.edu/krumme/ebg/objectives.html)

Supporting & Related Pages:

• Cover Page
• Program Learning Objectives [Draft]
• Specific Class Objectives: (Geography Learning Objectives & Outcomes Project [GLOOP])
  • Geog 207 Learning Objectives
  • Objectives for Geography 350 (Intermediate Analysis)
  • Objectives for Geography 450 (Advanced Theory)
  • Objectives for Geography 498 (Cap-Stone Synthesis
  • Objectives for Geography 499/600 (Independent Work)
• Grade Conversion Table
• Learning Matrix
• Major Categories in the Taxonomy of Educational Objectives (Bloom 1956)

• Rick Roth's Objectives Page
• Student Learning Outcomes (SLOs): A Faculty Resource Guide on Development and Assessment (University of Washington)
  • Geography 360 Example
• Summary: Enhancing Student Learning (A&S Report)

Professor Krumme's class objectives cover 5 areas of work effort and resulting competencies. Different weight is given to these areas in his different classes; in addition, achieved-competency expectations differ between classes and students (based on class levels, student background and remaining years (credits) to graduation). Learning objectives and desired skill competencies have also been compiled as a "Learning Matrix".

1. AREA: Concepts and Theories in Economic & Business Geography Terminology, concepts, theories, conceptual and theoretical frameworks

2. AREA: Application and Analysis in Economic & Business Geography "real world" examples, qualitative and quantitative tools for analysis, analysis and evaluation

3. AREA: Information Resources

4. AREA: Projects, Collaboration, Outreach Continues the "application" theme; involves design, development and execution of individual and group projects, establishing links to the world outside class and off-campus, public-service, business planning, internships and service-learning environments. Emphasis is on students taking responsibility for their education and learning how to develop initiatives in one of their chosen fields (namely this class).

5. AREA: Communication and Presentation of "Deliverables" and "Competencies".

In formulating learning objectives and expected outcomes for my classes, I have for some time followed Bloom's (et al.) taxonomy of learning objectives. Thus, I have been quite explicit about expecting understanding (comprehension) and ability to apply given concepts in lower-level courses (Geography 207) and higher learning and outcome levels only for relatively simple concepts, analytical tools and project tasks.

My upper-level courses, on the other hand, require more independent, critical and integrative thought processes and project tasks which go beyond the application of existing concepts to include concept critique and evaluation, as well as the modification and realignment of concepts for relatively independent conceptual frameworks.

Internet Sites

• How to Write Behavioral Objectives [Dr. Robert Kizlik] [members.spree.com/teach2prime/objectives.htm]
• Writing Behavioral Objectives [Bill Huitt] [/www.valdosta.peachnet.edu/~whuitt/psy702/plan/behobj.html]
• Student Learning Objectives [http://www.ac.wwu.edu/~assess/slo.htm]
• Understanding Objectives [SDSU]
• Writing learning outcomes for the Core Curriculum [http://ncgia.ucsb.edu/giscc/units/format/outcomes.html]
• A Simple and Effective Student Learning Outcomes Assessment Plan That Works [James E. Jacob]
  • STUDENT OUTCOMES ASSESSMENT PLAN [Table]
  • Geography
  • Economics
  • Option in Health Services Administration: Program Learning Objectives

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