Ensuring Learning

The fourth, and arguably most important, pillar of a successful guided pathways framework is to ensure that learning is happening with intentional outcomes.  But, what does that really mean?  And, how can we be sure that it is happening?

Learning is a complicated process that involves far more than merely completing an assignment (or class) and/or rote memorization. It must also involve understanding of what was learned, how it was learned it, and why it was necessary.  It is more than what we TEACH, it is what the students walk away with, what students know, can do, can apply and synthesize as they continue their education, enter the workplace, and in their daily lives.

INSTRUCTORS. As an instructor involved in the guided pathways process, it is critical to take steps to ensure that the learning process is deliberate, intentional, and that students walk away with tools to help them accomplish their goals.  This includes, determining how student will receive instruction (i.e., in the classroom, on the job, online, etc.) and how they will be provided the opportunity to practice, connect, and expand what they have learned (i.e., an assignment, exam, in “real-life,” etc.).  As an instructor we need to clarify how we will know that this learning has occurred. This process should involve making all of the following explicit and clear for each activity:

• What is being taught? (or, said another way, what should be learned?)
• Why is it important to know?
• How will it be used either directly or in the future?
• What can be done if the material is not making sense?
• How is this information applied and how we will assess whether the student has learned the application?
• How do individual learning activities add up to course outcomes?
• And, how do course outcomes contribute to program outcomes?

A lot of the answers to the above questions can be directly addressed through thorough and deliberate assessment of student learning outcomes.  If student learning outcomes (both program and course level) are aligned and meaningful they can be used to improve instruction and assess learning.  Successfully defining, communicating, and assessing student learning outcomes improves the learning process for all students, instructors, and others supporting the learning environment, experience. A critical part of the formula is assessing our own teaching methodologies and strategies by collecting student feedback to improve our work.

STUDENTS .  Notably, student perception of learning is very important factor in ensuring learning.  However, there are some skills that require repetition and/or context to fully learn.  As such, relying on student’s self-assessment of their learning process may not provide the complete picture because students may not know what they don’t know.  However, they can provide feedback on what helps them with comprehension and application of the content.  The more explicit and clear an instructor is in explaining the what, why, and how of the learning process, the more likely it is that a student’s self-assessment will be accurate.  Developing consistent routines that provide regular opportunities for instructors to discuss the learning process with students will likely increase long-term self-assessment accuracy as well.   Ideally, each student will be able to easily and readilyanswer the four questions related to the what, why, and how of the learning process (listed above) for each assignment or activity. 

POTENTIAL TRANSFER INSTITUTIONS . In order for faculty to ensure student learning is applicable to further education as well as employment, the needs of transfer institutions must be taken into consideration when designing course student learning outcomes. Broad general education outcomes as well as outcomes specific to a major or area of emphasis must be considered and incorporated into course and program outcomes. Faculty should identify common expectations for general education and major outcomes at 4-year institutions. Nationally-developed resources like the Association of American Colleges & Universities Valid Assessment of Learning in Undergraduate Education Links to an external site. (VALUE) can be helpful for broad, general education-type outcomes, while discipline-specific outcomes resources, like the American Chemistry Guidelines Links to an external site. for Chemistry in Two-Year Colleges and Guidelines for Bachelor’s Degrees, should also be consulted.

INDUSTRY STANDARDS . Recognizing and aligning course and program outcomes with industry standards is important to ensure students acquire needed skills and competencies and to communicate student preparation in terms employers expect. Faculty should identify industry standards, determine which are relevant to their program and courses, embed those standards within instruction and outcomes, and design assessments to demonstrate students’ abilities to meet the standards. Students should be repeatedly made aware of standards and made to communicate their abilities in reference to industry standards to ensure industry-aligned learning and to prepare for employment processes.

POTENTIAL EMPLOYERS . In addition to aligning and communicating student learning outcomes consistent with industry standards, faculty also need to keep in mind the expectations of potential employers, both broadly and specifically. Does the learning from a course apply to employable skills across a range of industries and employers? Or is a course a common preparation for a specific employer? Examining expected learning outcomes from the perspective of, and ideally in collaboration with, future employers can help to ensure appropriate learning. Outcomes should not only include “hard” skills, such as industry or job-specific technical knowledge but also “soft” skills, such as attitude, demeanor, and the ability to communicate with and work with others.  Both hard and soft skills should be embedded into outcomes and assignments. Again, developing for students an understanding of the what, why, and how of the learning process, including outcomes, is critical in preparing students to clearly communicate their skills and abilities to potential employers in ways that employers seek and understand. Additionally, since there is often a discrepancy between student self-evaluation and employer-evaluation, there should be an emphasis on how students can learn to realistically assess their competency in both soft and hard skills.

EQUITY GAPS . To gain a better picture of how well students are learning, disaggregation of the learning assessment data by ethnicity, gender, and special populations is crucial. In addition, curriculum review should be taking place to ensure that the coursework and programs are culturally inclusive and that underlying biases are eliminated.

ASCCC GUIDED PATHWAYS VISUAL. Teaching and Learning encompasses everything that we do at our institutions.