Whether developing a program, course, or module comprised of a series of class sessions, <\/i>well-articulated course goals and learning objectives provide a roadmap through the course content. As you design a course, course goals guide the selection of material and the learning objectives impact the methods used to assess student learning.<\/p>\n
Course goals<\/b> are broad, general statements of what you want your students to learn. These are larger, overarching descriptions of outcomes for which verbs like \u201cappreciate\u201d and \u201cunderstand\u201d are appropriate. A sample course goal might be \u201cStudents will understand the effect of global warming\u201d.<\/p>\n
Learning objectives<\/b>, or behavioral objectives, are written from a student\u2019s point of view and describe what the student will be able to do<\/a> as a result of taking the course. An example would be:<\/i> \u201cExplain the adverse effects of DDT on humans.\u201d An effective learning objective will explain expectations for student performance. Learning objectives need to be specific and measurable both for the teacher and the student so that a level of competence can be determined and if applicable, a grade applied to the product of student learning.<\/p>\n To ensure that learning objectives are student-centered, the objectives should appropriately complete the statement “The student will…”.\u00a0 The choice of an effective action verb<\/a> is of utmost importance. The level of knowledge or skill desired as described in Bloom\u2019s taxonomy<\/a> will inform the choice of verb. For example, \u201cidentify\u201d is a low level of understanding, while \u201csynthesize and analyze\u201d represent a deeper level of learning.<\/p>\n Note that learning objectives apply to the course as a whole, while class objectives are smaller, more immediate objectives for each individual course meeting.<\/p>\n