Diana Jernigan-Breedy, Educational Effectiveness Specialist

Krista Emma, Educational Effectiveness Specialist

September 2023

Improving Your Program Goals & Learning Objectives

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OEE Facilitators

Krista Emma

Educational Effectiveness Specialist

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Diana Jernigan-Breedy

Educational Effectiveness Specialist

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OEE Series: Assessment Process 2.0

Step 1: OEE & the Assessment Process

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Step 2: Improving your Program Goals & Learning Objectives

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Step 3: Improving your Curriculum Map & Ensuring Your Metrics are Aligned

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Step 4: Improving your Benchmarks & Setting Realistic Assessment Cycle Timelines

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Step 5: Aligning Results, Actions & Improvements

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Housekeeping: 23-24 Assessment Reports

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• Who: All Programs & Assessment Coordinators

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• What: Assess at least one PLO and update top section on accomplishments/improvements

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• When: February 23, 2024

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• How: Use OEE templates

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Brief Introductions

• Name
• Department

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Workshop objectives

Upon completion of this workshop, participants will be able to: �

• Distinguish between program goals and objectives.

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• Develop mission-driven goals that are distinct from your program learning objectives.

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• Refine program learning objectives using more precise, measurable language.

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Goals

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• Describes what the program provides to the students. This can be a broad statement related to your mission.

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• OEE suggests developing 3-6 goals.

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What’s a Goal?

• Provide overall direction and purpose to your program.
• Often strategic in nature.
• Often qualitative and may not be easily quantifiable.
• Represent long-term aspirations.
• Guide the selection of objectives.
• Relatively stable and should reflect the mission & vision

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Goals�A department or program will:�

• Expose (students to ideas)
• Facilitate (student understanding)
• Foster (characteristics in students)
• Guide (students in understanding or accomplishing something)
• Help (students do or understand something)
• Highlight (an academic area, particular knowledge, or particular skills)
• Broaden (their perspectives)

• Introduce (ideas or skills)
• Invite (students to do or learn something)
• Offer (experiences, perspectives)
• Point toward (resources for students)
• Present (material)
• Promote (ways to do things, the value of particular knowledge or skills)
• Provide (information, skills, experiences, resources)
• Teach (information, skills)

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Goal Example: Refine Unclear Statements

• Original:
• This study uses the language of mathematics and is applied in all other natural sciences and physical sciences. The objective of the major is to teach students those principles, and, in general, how to think scientifically about the scientific world. Since the basic principles of this subject do not go out of style, and will be the basis for many new technologies, the major provides the ability to adapt to new conditions; hence its permanent value.
• Clarified:
• The program provides students with the opportunity to engage with natural and physical sciences through the lens of math, engineering and research.
• The program encourages students to think critically about the scientific world in relation to changing conditions and emerging technologies.

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Goal Example: Good to Great

• Original:
• Our program will provide students with the opportunity to engage with different cultures, ideas, institutions, and means of expression to enable the critical examination of their own perspectives.

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• Enhanced:
• Our program will immerse students in diverse cultural experiences, exposing them to various traditions, customs, and perspectives from around the world. This will enable them to develop a heightened global awareness and appreciation for cultural diversity, fostering the critical examination of their own beliefs and values in a global context.

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Objectives

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What’s an Objective?

• Specific, measurable, time-bound
• Concrete and actionable
• Quantifiable and include specific metrics or criteria for success
• Short-term timeframe

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Think about the ideal graduate from your program. Brainstorm a list of the essential things those students should know or be able to do by the time they complete your program.

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Do the items on your list align with your current program learning objectives?

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Need to find your PLOs? Check our website here and click on your School/College:

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Program Learning Objectives (PLOs)

• What students should know or be able to do at the conclusion of a program, course or activity.
• Should be an action-oriented, measurable statement.
• OEE suggests developing 3-6 learning objectives.

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Webb’s Depth of Knowledge (DoK)

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Step 1. Determine audience and timeline.

Learning objectives are concise extensions of the phrase, “By completing the [degree/certificate/ program], students will be able to___________."

Step 2. Select a measurable verb from Bloom’s Taxonomy (or similar tool) to describe what you want students to engage in.

Step 3. Include additional supporting details to provide context.

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Objectives Examples:

• Students will be able to apply computer-programming language to solve practical engineering problems.

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• Students will be able to communicate scientific ideas effectively in both written and oral formats.

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What’s wrong with these objectives?

1. Students will understand of how to solve an algebraic equation.

2.   Students will appreciate a poem.

3.   Students will be familiar with terms and vocabulary.

4.   Students will know about the nutritional needs of older adults.

5.   Students will be exposed to knowledge and business ethics.

6.   Students will learn the steps of the scientific method.

Activity: How would you improve the above objectives? Find a partner. We’ll convene in a few minutes.

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What’s wrong with these objectives?

1. Students will understand of how to solve an algebraic equation.

2.   Students will appreciate a poem.

3.   Students will be familiar with terms and vocabulary.

4.   Students will know about the nutritional needs of older adults.

5.   Students will be exposed to knowledge and business ethics.

6.   Students will learn the steps of the scientific method.

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Real Example of SBU PLO - Original

Upon completion of the degree, students should be able to provide students the tools needed to break down, assess, defend and reflect upon the capital project concepts and techniques used to calculate and justify budget decisions used in today’s technology industry.

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Real Example of SBU PLO - Areas to Improve

Upon completion of the degree, students should be able to provide students the tools needed to break down, assess, defend and reflect upon the capital project concepts and techniques used to calculate and justify budget decisions used in today’s technology industry.

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Real Example of SBU PLO - Suggested Revision

Upon completion of the degree, students should be able to analyze concepts and techniques used in capital project budgeting.

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Recap

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Now it’s your turn!

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Revise one program goal and one PLO.

Share your example in your small group or in the chat.

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Questions & Discussion

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Questions?

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Contact us at

diana.jernigan-breedy@stonybrook.edu

krista.emma@stonybrook.edu

EducationalEffectiveness@stonybrook.edu

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Sign up for our events: bit.ly/OEECalendar

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Assessment

Workshop Series 2.0

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Sept. - Nov.

Coffee with Coordinators�

Oct. 19

Annual

Assessment Symposium

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Nov. 8

Schedule a consultation

at your convenience

Annual Recognition Event

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Spring 2024

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