UNPACKING PROGRAM LEARNING

OUTCOMES FOR DEEPER STUDENT

LEARNING AND SUCCESS

FA C I L I TAT O R
JOHN FREDERICK, PHD
OFFICE OF ASSESSMENT AND
A C C R E D I TAT I O N , U N C - C H A R L O T T E

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 WORKSHOP OUTCOMES
After completing this workshop, participants will be able to;
 deconstruct program learning outcome statements into specific learning competencies
 identify learning activities that align and foster student attainment of the learning
outcomes
 build intentional connections between general education learning outcomes and
program learning outcomes

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 WHAT IS UNPACKING?
Unpacking is the process of deconstructing student learning outcomes into
component parts /competencies to identify key life-long transferable learning skills
and the types of learning experiences, activities, tasks, and assessments that align
with those outcomes.

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 WHY UNPACKING?
To de-clutter the mind – to get a clear idea of what are the the big ideas and essential
learning outcomes
To focus on student learning

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 DEFINING LEARNING OUTCOMES
Learning outcomes are statements that focus on habits of mind and specify what
learners will know or be able to do as a result of a learning activity

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 EFFECTIVE LEARNING OUTCOMES

Focus on the student, not the professor

Focus on the learning that results from the course or program

Integrate the knowledge, skills, attitudes and habits of mind

essential to the program

Help students develop real-world, lifelong competency

-Huba and Freed, Learner-centered Assessment, 2000

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 LEARNING OUTCOMES SIMPLIFIED

SUBJECT: The Student will…

VERB: See Webb’s Depth of Knowledge or Bloom’s Taxonomy for verbs, e.g.,
demonstrate, create, and so on.

OBJECT: Something (skill, content knowledge, see course outcomes for ideas)

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 WHAT DO YOU WANT THE STUDENT
TO BE ABLE TO DO?

Answers to this question are learning

outcome statements.
From Intro. to Public Speaking course:
The student will demonstrate extemporaneous deliver y techniques for public address.

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 WEBB’S DEPTH OF KNOWLEDGE

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 REVISED BLOOM’S TAXONOMY

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 STEP ONE- DECONSTRUCTING THE OUTCOME
Read the following program outcome statement(s)
Is the outcome contextualized or situated in a particular discipline?
Interpret the outcome statement- What does the outcome say a student will learn?
Break the outcome into parts
 Subject + Verb(s) + Object

Sample Outcome: Students will be able to communicate effectively using listening,

speaking, reading, and writing skills.

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 STEP TWO – IDENTIFYING THE COMPONENT PARTS
Identify and list the learning component parts/competencies
Answer the following for each component
 What do students need to know?
 What skills do students need to master?
 What do students need to produce?

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 EXAMPLE- IDENTIFYING LEARNING COMPONENTS

LO#1: Communicate effectively using listening, speaking, reading, and writing skills.

Component #1 Component #2 Component#3 Component #4

• Listening • Speaking • Reading • Writing

-McGuirk 2013

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 REFLECT ON LEARNING COMPONENTS
Identify:
 Knowledge
 Skills
 Product

Component #1 :Communicate using listening skills

What knowledge What skills are What product must they

will students need to required? create, if any?
demonstrate the
intended learning?

McGuirk 2013

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STEP THREE- INTENTIONALLY ALIGNING AND
CONNECTING PROGRAM OUTCOMES AND GENERAL
EDUCATION OUTCOMES
What are the ways of knowing in your program?
Which programs learning outcomes are aligned with the general education outcomes?
Which courses or activities or assignments in your program reinforce the outcome?

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 ALIGNING GENERAL EDUCATION OUTCOMES AND COURSE COMPETENCIES

Which components of program learning outcomes are aligned with general education
learning outcomes?

LO #1- Communicate effectively using

listening, speaking, reading, and writing skills
• Component #1: Communicate using speaking
• Course: COMM 1020 (Introduction to Public Speaking)
• Course Competency: Student will demonstrate effective
delivery of an informative speech
-David McGuirk 2013

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 REFERENCES
Association of American Colleges & Universities . (2014, November 3). Liberal
Education and America’s Promise . Retrieved from Association of American Colleges
& Universities: A Voice And A Force For Liberal Education In The 21st Century:
http://www.aacu.org/leap
CCSSE. (2014, November 3). About CCSSE. Retrieved from Community College Survey
of Student Engagement: http://www.ccsse.org/aboutccsse/aboutccsse.cfm
 McGurik, D. (2014). “Unpacking Learning in General Education” Miami Dade College
National Survey of Student Engagement. (2014, November 3). About NSSE. Retrieved
from NSSE: http://nsse.iub.edu/html/about.cfm
Wiggins, G & McTighe, J. (2005). Understanding by Design. (2 nd ed.). ASCD:
Alexandia, VA.

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