Program Learning Objectives

Learning objectives are a concise set of student learning goals, which are extensions of the phrase, “by completing the [degree/certificate program], students will be able to___________.”

The purpose of learning objectives is to:

• Organize the mind (student and faculty) in preparing to teach or learn
• Optimize our most valuable resource: time
• Motivate a team (i.e., the department, the classroom)
• Manage expectations (students, administrators, accreditors)
• Set up the assessment “experiment” with appropriate methodology
• Give instructional context for new faculty or existing faculty taking on a course for the first time
• Align activities of multiple instructors teaching different sections of the same course, either concurrently or in different semesters

Simple guidelines:

• Answer the question: What should students be able to do at the end of the program?
  • For example: “By completing the [degree/certificate program], students will be able to___________.”
• The verb following the phrase “students should be able to” should come from Blooms taxonomy or a similar verb that suits the discipline.Blooms taxonomy is a widely accepted framework for categorizing educational goals, and provides context and clarification for all parties.
• Objectives should be observable and measurable. Faculty should be able to discern to what degree students are achieving an objective and provide a defensible standard for evaluation.
• Consider using one verb per objective to indicate what you want students to know, think, or acquire.
• Consider limiting the number of program objectives to four to six.Consider grouping larger numbers of objectives into subgroups.
• Program learning objectives are not statements about what the instructor or department will teach, assign, or provide to the student. Program objectives should be focused on what the student should know or do by the end of a program or course.

For additional support in writing your program’s learning objectives, consult CELT’s instructional design resources. Although these resources are designed to support assessment at the course level, and not at the program level, they are helpful in understanding the language and concepts related to learning objectives.

• CELT’s “Articulating Student Learning Objectives”
• CELT’s “Bloom’s Taxonomy”
• CELT’s “Learning Objectives Wheel”

Typically, there should be as few objectives are reasonable for a given program. Too many objectives might be an indication that the objectives are too narrow or detailed, or that the program is designed to cover more ground than practical for students. Rule of thumb: ideally define four to six objectives, but probably fewer than 10 objectives where practical.  

Many programs communicated their program learning objectives just prior to the 2004 middle states accreditation review. However, most of these objectives need updating.  

More resources:

• ABCD method
  • https://cole2.uconline.edu/courses/46295/pages/objectives-the-a-dot-b-c-dot-d-method
  • https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
  • http://vcsa.ucsd.edu/_files/assessment/ABC%20StudentLearningOutcomes.pdf

• Do’s and Don’ts
  • https://www.jmu.edu/assessment/sass/AC-step-one.shtml#how%20does
  • https://kb.ecampus.uconn.edu/2014/07/31/writing-cognitive-objectives/#
  • http://manoa.hawaii.edu/assessment/howto/outcomes.htm

• Examples
  • https://manoa.hawaii.edu/assessment/update2/view.php
  • “The Good, The Bad, The Learning Outcomes,” Office of Instruction and Assessment, University of Arizona,  https://www.coe.arizona.edu/sites/coe/files/writing_measurable_learning_outcomes.pdf