Posts Tagged: Learning Outcomes
June 02, 2011
Developing Learning Outcomes in Intramural Sports
to Address Unsporting Behavior
Kurt D. Klier, CRSS
Intramural Sports Director
Campus Recreation Services
University of Maryland
How many times have we, as intramural professionals, had to deal with unsporting behavior? Is the time we spend training our students on how to deal with comments such as “hey ref you suck” effective? How do we know? Developing Learning Outcomes for Intramural Sports may seem superfluous but they will be an invaluable tool in understanding and documenting what your student employees are learning. As Student Affairs employees, we believe that the scope of learning is not limited to the classroom; rather, it involves all aspects of a student’s experience, including Intramural Sports.
First, it is important to determine the relevance of your Outcomes as they relate to the mission statement and/or strategic plan of the University or Program. We determined that effectively managing unsporting behavior supports the core values of Campus Recreation Services, to ‘develop students and professional staff’ and to ‘promote safety and minimize risk.’ The goal also contributes to one aspect of the Mission of the Division of Student Affairs to ‘…promote student development.’
Secondly, after you develop your Learning Outcomes have someone else review them. Choose a fellow recreational colleague, a colleague outside recreation who has knowledge and understanding of Learning Outcomes, or choose a student. Have them review what you developed and determine if they can understand and reproduce your outcomes. The process of having someone review what you developed will help you determine if the Learning Outcomes are clear.
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May 12, 2011
Accountability in Campus Recreation
Wallace Eddy, Ph.D.
Associate Director
Campus Recreation Services
University of Maryland (College Park)
Introduction & Overview
After reading this article, you will be able to articulate in your own words the main tenets of learning outcomes, describe the difference between indirect and direct assessment measures, and list at least two forms of assessment used to measure learning outcomes. How will I know if you have achieved these outcomes? I won’t, but after reading this article, hopefully, you will have a basic understanding of learning outcomes, a beginning point for developing learning outcomes for your department, and an understanding of the assessment issues involved in a learning outcomes program.
Why bother with learning outcomes? The notion of public accountability for what we claim to achieve in higher education is a trend that appears to have staying power. When our university was in the re-accreditation process, the area of primary focus of the accrediting body was assessment, and specifically on the assessment of learning outcomes. Of course, it is impossible to assess something that has not been explicitly stated. The university began a process whereby all departments in all colleges would develop a number of learning outcomes and assessment measures related to those outcomes resulting in assessment plans.
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May 12, 2011
From Accountability to Enhancement
Wallace Eddy, Ph.D.
Associate Director
Campus Recreation Services
University of Maryland (College Park)
The first article on learning outcomes dealt with the “what” of learning outcomes; this second part deals with the “how.” Is there anything more daunting to creativity like a blank page, canvas, or slate? Although you may be just getting started in the process of creating learning outcomes documentation, the learning is already occurring. So you really aren’t facing a blank page. How do you identify the learning that is taking place in your department or organization? To illustrate the process, I offer a case study of sorts, using the Challenge Course Supervisor position at our university.
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