Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

Student learning outcomes (SLOs) in our academic and co-curricular programs reflect the specific types of learning (knowledge, skills, dispositions) we expect as a result of students’ educational ...

Summative assessments evaluate learning at the end of a unit, course, or instructional period. While typically used to gauge final outcomes, these assessments can also serve formative purposes, ...

Everyone has a different style of learning. Some people do well with reading the written word. Others learn better through audio. For some, sitting in a quiet library or home office space is key. For ...

In 1965, Robert Gagne published “The Conditions of Learning.” In the book, Gagne defined learning as, “a change in an individual’s capacities that continues during a specific period, and that cannot ...

E very six years, the accountability police swoop down on my campus in the form of WASC, the Western Association of Schools and Colleges. The West Coast accreditation organization comes to Scripps, as ...

Xijia Zhang is affiliated with the University of Alberta. Kimberly Noels works for the University of Alberta. She receives funding from the Social Sciences and Humanities Research Council of Canada.

Faculty and instructional designers should consider many factors when designing effective and engaging courses. One they often overlook is a student’s orientation to others and the world around them - ...

The Center for Global Engagement (CGE) is pleased to share the UNG Global Learning Rubric to help facilitate curricular and co-curricular activities as defined in the UNG definition of global learning ...