presentation learning goals you should be able to explain, at cocktail-party- sophistication-level,...
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OUTCOMES BASED EDUCATION
Presentation Learning GoalsYou should be able to explain, at
cocktail-party-sophistication-level, what Outcomes Based Education is.
You should understand what it would mean for UC Hastings to adopt an Outcomes Based Education approach.
Outcomes Based Education
Naming publically what knowledge and skills you expect students to learn as a result of successfully completing a:
Outcomes Based Education
Naming publically what knowledge and skills you expect students to learn as a result of successfully completing a:
Degree Major Concentration Requirement Course Course unit Class period In-class activity or home assignment
What happens in and out of classrooms becomes more:
What happens in and out of classrooms becomes more:
Intentional
What happens in and out of classrooms becomes more:
Intentional Transparent
What happens in and out of classrooms becomes more:
Intentional Transparent
evidence-based
What happens in and out of classrooms becomes more:
Intentional Transparent
evidence-based accountable
What happens in and out of classrooms becomes more:
Intentional Transparent
evidence-based accountable
to Students to Colleagues to WASC accreditors to “the public”
Course Outcomes
Course Outcomes
Knowledge
Course Outcomes
SkillsKnowledge
Course Outcomes
As a result of taking this course, you should be able to:
Course Outcomes
As a result of taking this course, you should be able to:
Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;
Course Outcomes
As a result of taking this course, you should be able to:
Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;
Identify ambiguous statutory language and explain the range of alternate interpretations such language permits;
Course Outcomes
As a result of taking this course, you should be able to:
Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;
Identify ambiguous statutory language and explain the range of alternate interpretations such language permits;
Name and employ principles of statutory construction that courts use to interpret legislative language;
Course Outcomes
As a result of taking this course, you should be able to:
Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;
Identify ambiguous statutory language and explain the range of alternate interpretations such language permits;
Name and employ principles of statutory construction that courts use to interpret legislative language;
Analyze who is empowered to challenge violations of a given law, and why;
Course Outcomes
As a result of taking this course, you should be able to:
Name the basic tenets of the Clean Air Act, Endangered Species Act, and National Environmental Policy Act;
Identify ambiguous statutory language and explain the range of alternate interpretations such language permits;
Name and employ principles of statutory construction that courts use to interpret legislative language;
Analyze who is empowered to challenge violations of a given law, and why;
Elucidate whether or not a given court reaches a “right” decision in a given case, and why.
Course Outcomes
In an ideal world, these outcomes “fit” in a cascade of other clearly defined learning outcomes.
Thus…
Course Outcomes
In an ideal world, these outcomes “fit” in a cascade of other clearly defined learning outcomes.
Thus…
Every case we cover in class (and what we emphasize about each case) should help students achieve one or more of these learning outcomes.
Course Outcomes
If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome…
Course Outcomes
If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome…
a) you would ask yourself why you are doing this, and
Course Outcomes
If you teach a case – or explore some aspect of a case – that does not help students achieve a named learning outcome…
a) you would ask yourself why you are doing this, and
b) your answer might help you either change what you do in class, or revisit and refine the learning outcomes.
Course-based learning outcomes fit into higher-level outcomes:
J.D. Degree Learning OutcomeStatutory Analysis Learning Outcome
Course Learning Outcome
Assignment/Activity Learning
Outcome
Course-based learning outcomes fit into higher-level outcomes:
J.D. Degree Learning OutcomeStatutory Analysis Learning Outcome
Course Learning Outcome
Assignment/Activity Learning
Outcome
Course-based learning outcomes fit into higher-level outcomes:
J.D. Degree Learning OutcomeStatutory Analysis Learning Outcome
Course Learning Outcome
Assignment/Activity Learning
Outcome
Course-based learning outcomes fit into higher-level outcomes:
J.D. Degree Learning OutcomeStatutory Analysis Learning Outcome
Course Learning Outcome
Assignment/Activity Learning
Outcome
Course-based learning outcomes fit into higher-level outcomes:
J.D. Degree Learning Outcome
Statutory Analysis Learning Outcome
Course Learning Outcome
Assignment/Activity Learning Outcome
With clear evidence of how you assess whether or not students have achieved the outcomes at each level.
Presentation Learning GoalsYou should be able to explain, at
cocktail-party-sophistication-level, what Outcomes Based Education is.
You should understand what it would mean for UC Hastings to adopt an Outcomes Based Education approach.