Today’s StudentsToday’s Students

The Nation Goes to The Nation Goes to CollegeCollege

““A college degree has in A college degree has in many ways become what a many ways become what a high school diploma became high school diploma became 100-years ago-the path to a 100-years ago-the path to a successful career and to successful career and to knowledgeable citizenship.”knowledgeable citizenship.” (AAC & U, 2002, p. viii)(AAC & U, 2002, p. viii)

Today’s StudentsToday’s Students ““Traditional” college studentTraditional” college student

– White male, 18 to 20 years oldWhite male, 18 to 20 years old– Attending a four-year, liberal arts Attending a four-year, liberal arts

collegecollege– Full-time, and living on campusFull-time, and living on campus

Is now the minority in higher Is now the minority in higher educationeducation

((Magolda & TerenziniMagolda & Terenzini))

Today’s StudentsToday’s Students Majority of undergraduates are Majority of undergraduates are

womenwomen 28 % of undergraduates are from 28 % of undergraduates are from

under-represented groupsunder-represented groups Vocational emphasis valued over Vocational emphasis valued over

learning for learning’s sakelearning for learning’s sake ““Overwhelmed and more Overwhelmed and more

damaged”damaged”((Magolda & Terenzini)Magolda & Terenzini)

Today’s StudentsToday’s Students Consumer mentalityConsumer mentality Diverse and dividedDiverse and divided Pragmatic, career oriented, and Pragmatic, career oriented, and

committed to doing wellcommitted to doing well Optimistic about Optimistic about

personal/collective personal/collective futuresfutures Desperately committed to Desperately committed to

preserving preserving the American dreamthe American dream(Levine & Cureton, 1998, p. 156-157)

Today’s StudentsToday’s Students 75% of full-time students are 75% of full-time students are

employed employed 46% of those work at least 25 46% of those work at least 25

hours per week & 20% at least 35 hours per week & 20% at least 35 hrs per weekhrs per week

Work hurts students grades (42%), Work hurts students grades (42%), limits their class schedules (53%) limits their class schedules (53%) and choice and choice of classes (38%)of classes (38%)

Increased AccessIncreased Access 75% of high school graduates 75% of high school graduates

continue their studiescontinue their studies 90% of high school seniors 90% of high school seniors

expect to attend collegeexpect to attend college Growing number of college Growing number of college

students are over age twenty-students are over age twenty-fivefive

(AAC & U, 2002, p. 2) (AAC & U, 2002, p. 2)

Different Attendance Different Attendance PatternsPatterns

58% of bachelor’s degree recipients 58% of bachelor’s degree recipients attend two or more collegesattend two or more colleges

28% of undergraduates attend 28% of undergraduates attend part-timepart-time

73% of undergraduates are non-73% of undergraduates are non-traditional studentstraditional students

(AAC & U, 2002, p. 2) (AAC & U, 2002, p. 2)

Today’s StudentsToday’s Students Learning styles & preferencesLearning styles & preferences

– Motivation & students’ learning Motivation & students’ learning stylesstyles

Visual & Kinesthetic Visual & Kinesthetic Positive view of technology & their Positive view of technology & their

ability to use itability to use it Reading & the webReading & the web

– ““slow, painful and torturous” vs. slow, painful and torturous” vs. “ease & speed”“ease & speed”

KateKate ManualManual

Today’s StudentsToday’s Students

Need to see “Big Picture” Need to see “Big Picture” before disaggregatingbefore disaggregating

Mass customizationMass customization Low threshold for boredomLow threshold for boredom MultitaskingMultitasking They learn from each otherThey learn from each other

Kate ManualKate Manual

Today’s StudentsToday’s Students

AliterateAliterate Random access of information, Random access of information,

less linear, likes graphicsless linear, likes graphics Self focusedSelf focused ““Prove it to me” mentalityProve it to me” mentality Wants something in exchangeWants something in exchange

Susan EisnerSusan Eisner

Today’s StudentsToday’s Students IndependentIndependent

– employment & discretionary employment & discretionary incomeincome

Bypasses mainstream mediaBypasses mainstream media Relevance is importantRelevance is important Experience without obvious Experience without obvious

payoffs are frustratingpayoffs are frustrating Responds well to “coaching”Responds well to “coaching”

Susan EisnerSusan Eisner

Today’s StudentsToday’s Students Effective efforts focus on students’ Effective efforts focus on students’

learning styles & preferenceslearning styles & preferences Before “buying-in” students must Before “buying-in” students must

see tangible benefits, in terms of see tangible benefits, in terms of their needstheir needs

High need for clarity, low tolerance High need for clarity, low tolerance for ambiguity (directions clear & for ambiguity (directions clear & succinct)succinct)Brown, Murphy & NannyBrown, Murphy & Nanny

Today’s StudentsToday’s Students

Higher education may be a part of Higher education may be a part of students’ lives, students’ lives,

butbut in many cases it isin many cases it is

NOTNOT the central focus of their lives.the central focus of their lives.

Preparation LagsPreparation Lags Only 47% of HS graduates Only 47% of HS graduates

complete a college prep curriculacomplete a college prep curricula Only 40% of HS teachers hold Only 40% of HS teachers hold

performance expectations that performance expectations that result in college-ready studentsresult in college-ready students

53% of all college students take 53% of all college students take remedial courses remedial courses (AAC & U, 2002, p. xxx)

College Reading ReadinessCollege Reading Readiness

Only 51% of 2005 ACT tested high Only 51% of 2005 ACT tested high school graduates have college-level school graduates have college-level reading skillsreading skills

Reading readiness– over a 75% chance of Reading readiness– over a 75% chance of a C or better, a 50% chance of a B or a C or better, a 50% chance of a B or better in reading-dependent first-year better in reading-dependent first-year coursescourses

Reading readiness peaked at 55% 1999Reading readiness peaked at 55% 1999

Rising to the ChallengeRising to the Challenge 40% of HS graduates are not prepared:40% of HS graduates are not prepared:

39% of college students & HS graduates report 39% of college students & HS graduates report gaps in their skills and abilities gaps in their skills and abilities

35% of college students & 39% of HS 35% of college students & 39% of HS graduates have large gaps in at least one graduates have large gaps in at least one crucial skill; 86% of both groups have some crucial skill; 86% of both groups have some gaps.gaps.

College instructors---42% of their students are College instructors---42% of their students are not adequately prepared. not adequately prepared.

Employers---39% of HS graduates are not Employers---39% of HS graduates are not prepared for their current job & 45% are prepared for their current job & 45% are unprepared for advancement.unprepared for advancement.

Most Grads Cite Gaps Most Grads Cite Gaps In At Least One SkillIn At Least One Skill

33%29%

38%35%

45%40%41%

42%

51%44%

46%45%

College studentsNon-students

Oral communication/public speaking

Science

Mathematics

Doing research

Quality of writing that is expected

Reading/understandingcomplicated materials

35% of college students report large gaps in at least one area,86% report some gaps in at least one area.

12% large gaps/struggling15% large gaps/struggling

11%14%

13%16%

10%13%

9%10%

5%9%

Employers/Instructors Dissatisfied Employers/Instructors Dissatisfied With High Schools’ Skills PrepWith High Schools’ Skills Prep

24%

36%

34%40%

32%52%

29%59%

40%62%

41%70%Reading/understanding

complicated materials

Quality of writing that is expected

Doing research

Mathematics

Oral communication/public speaking

Science

College instructors Employers

25% very dissatisfied

22% very dissatisfied

24% very dissatisfied

20% very dissatisfied

Employers/Instructors Dissatisfied Employers/Instructors Dissatisfied With High Schools’ Skills PrepWith High Schools’ Skills Prep

17%20%

39%55%

50%65%

42%66%Thinking analytically

Work and study habits

Applying what is learned in school to solving

problems

Computer skills

College instructors Employers

29% very dissatisfied

22% very dissatisfied16% very dissatisfied

17% very dissatisfied

How do you know How do you know your students & your students & graduates have the graduates have the information skills information skills they will need?they will need?

Questions?Questions?

Learning ObjectivesLearning ObjectivesBehavioral ObjectivesBehavioral Objectives

Instructional ObjectivesInstructional ObjectivesPerformance ObjectivesPerformance Objectives

Competencies ObjectivesCompetencies Objectives

Align your OutcomesAlign your Outcomes

MissionMissionObjective/GoalObjective/GoalOutcomes Outcomes

Institutional outcomesInstitutional outcomesProgram outcomesProgram outcomesCourse outcomesCourse outcomesClass outcomesClass outcomes

Questions to Facilitate LearningQuestions to Facilitate Learning

What do you want students to be able to What do you want students to be able to do?do?

What do students need to know in order to What do students need to know in order to do this well?do this well?

What activity will facilitate their learning?What activity will facilitate their learning? How will students demonstrate their How will students demonstrate their

learning?learning? How will I know students have done this How will I know students have done this

well?well?

Debra Gilchrist

Learning ObjectivesLearning Objectives

A statement in specific and measurable A statement in specific and measurable terms that describes what students will terms that describes what students will know or be able to do as a result of know or be able to do as a result of engaging in a learning activity. engaging in a learning activity.

Their purpose is to communicate Their purpose is to communicate expectations.expectations.

Learning ObjectivesLearning Objectives

Communicate expectations in terms of Communicate expectations in terms of student learningstudent learning– AudienceAudience Students will be able to…Students will be able to…– BehaviorBehavior Specific observable actions, Specific observable actions, – ConditionCondition Circumstances, tools, Circumstances, tools, – DegreeDegree Performance level, Performance level,

standardstandard

Learning ObjectivesLearning Objectives

A statement of what students will be able to A statement of what students will be able to do when they have completed instructiondo when they have completed instruction

Objectives areObjectives are:: Related to intended outcomes,Related to intended outcomes, Not Not processesprocesses Specific and measurable, Specific and measurable, NotNot broad and intangible broad and intangible Concerned with students, Concerned with students, NotNot faculty faculty

Arreola, Arreola, 1998, p21998, p2

Why Learning ObjectivesWhy Learning Objectives

Makes teaching and learning efficientMakes teaching and learning efficient Focuses on studentsFocuses on students Describes what students are expected to Describes what students are expected to

achieve as a result of instructionachieve as a result of instruction Students know what is expected of themStudents know what is expected of them Makes assessment of learning easierMakes assessment of learning easier

Why Learning ObjectivesWhy Learning Objectives

Knowing where you want to go, increases Knowing where you want to go, increases the chances of getting therethe chances of getting there

Guidance for the planning and delivery of Guidance for the planning and delivery of instruction as well as the evaluation of instruction as well as the evaluation of student learningstudent learning

Provides a focus for students Provides a focus for students Allows for analysis in terms of the levels of Allows for analysis in terms of the levels of

teaching and learningteaching and learning

Cognitive Level of ObjectivesCognitive Level of Objectives

Bloom’s TaxonomyBloom’s Taxonomy– EvaluationEvaluation– SynthesisSynthesis– AnalysisAnalysis– ApplicationApplication– ComprehensionComprehension– KnowledgeKnowledge

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Cognitive Level of ObjectivesCognitive Level of Objectives

Bloom’s TaxonomyBloom’s Taxonomy LevelLevel– EvaluationEvaluation ApplicationApplication– SynthesisSynthesis ApplicationApplication– AnalysisAnalysis ApplicationApplication– ApplicationApplication ApplicationApplication– ComprehensionComprehension UnderstandingUnderstanding– KnowledgeKnowledge KnowledgeKnowledge

Bloom’s Taxonomy of ObjectivesBloom’s Taxonomy of Objectives

LevelLevel Learning VerbsLearning Verbs EvaluationEvaluation Criticizes, compares, concludesCriticizes, compares, concludes SynthesisSynthesis Creates, formulates, revisesCreates, formulates, revises AnalysisAnalysis Differentiates, diagrams,Differentiates, diagrams, ApplicationApplication Demonstrates, computes, solvesDemonstrates, computes, solves ComprehensionComprehension Explains, summarizes, Explains, summarizes,

classifiesclassifies KnowledgeKnowledge Identifies, defines, describesIdentifies, defines, describes

Learning Verbs forLearning Verbs forBloom’s TaxonomyBloom’s Taxonomy

Knowing

Comprehending

Applying

Analyzing

Synthesizing

Evaluating

Define, describe, list, reproduce, enumerate

Classify, explain, discuss, give examples, summarize

Determine, develop, compute, utilize

Correlate, diagram, distinguish, outline, infer

Adapt, combine, compare, contrast, design, generate

Compare & contrast, critique, justify

When Writing ObjectivesWhen Writing Objectives

Avoid imprecise verbs open to interpretation:Avoid imprecise verbs open to interpretation:

AppreciateAppreciateBelieveBelieve

Familiarize Familiarize GraspGraspKnowKnowLearnLearnUnderstandUnderstand

Effective Learning ObjectivesEffective Learning Objectives

Consistent with curricular goalsConsistent with curricular goals Clearly & unambiguously statedClearly & unambiguously stated Clearly observable & measurableClearly observable & measurable Realistic & doableRealistic & doable Appropriate for the level of studentsAppropriate for the level of students Relevant & worth doingRelevant & worth doing Challenging & interestingChallenging & interesting

Writing Learning ObjectivesWriting Learning Objectives

Identify what students are to learnIdentify what students are to learn Identify what students are to doIdentify what students are to do Draft & revise as necessaryDraft & revise as necessary Are specific and clearAre specific and clear Are observable & measurableAre observable & measurable Strive for higher order thinkingStrive for higher order thinking

How to Write Learning How to Write Learning ObjectivesObjectives

Express them in terms of observable behaviorExpress them in terms of observable behavior– Facilitates assessment of learningFacilitates assessment of learning

Objectives should answer these questions:Objectives should answer these questions:– What must students do to prove that they have What must students do to prove that they have

learned?learned?– What should students be able to do as a What should students be able to do as a

consequence of their learning? consequence of their learning?

Questions?Questions?

ExampleExample

Familiarize students with research Familiarize students with research articles.articles.

Students will be able to read a research Students will be able to read a research article.article.

ExampleExample

Students will be able to identify the Students will be able to identify the elements of a research article and elements of a research article and explain the purpose of each element.explain the purpose of each element.

ExampleExample

In order to write more effective literature In order to write more effective literature reviews, students will read and evaluate reviews, students will read and evaluate reviews written by other students. Using reviews written by other students. Using a rubric, students will note what features a rubric, students will note what features of a review make it good and what of a review make it good and what features make it less good.features make it less good.

Stoloff Stoloff

ExerciseExercise