Course Outcomes

Another way we can design our curriculum to optimize action and expression activities for variable learners is to examine course outcomes.

Understanding course outcomes (and potential barriers these create) is valuable for not only teaching faculty but also service providers, as they tend to inform the bulk of the learning that happens within a particular course or program. Sometimes we limit learners in their ability to meet the course outcomes due to the way these outcomes have been written. Considering action and expression opportunities in the course requires meaningfully reflecting on the course outcomes. (If you’re new to course outcome writing, feel free to check out this resource from Seneca College on constructing quality course outcomes or download this handout on writing course outcomes from George Brown College’s Teaching and Learning Exchange.)

It is important to always ask ourselves these questions:

Does the outcome embed the way (means) in which the learner must demonstrate knowledge or skills? And if so, is this necessary? The means of a learning objective or outcome is the product or process that learners demonstrate.

The “means” could be a written paper, a presentation, a blueprint, a skills demonstration, etc. Sometimes the means are relevant and imperative to the learning goal, but sometimes they are not. The “ends” are the learning (the knowledge, skill, or behaviour) that is expressed through the means. Learning outcomes should be reviewed to make sure that a means is not being prioritized when it does not align to the program or learning goals of the course.

Let’s look at an example:

An instructor is teaching a nutrition course. One of the course outcomes is: “Write a paper comparing macronutrients and micronutrients using accurate scientific vocabulary.” The means would be “write a paper.” The ends would be “comparing macronutrients and micronutrients using accurate scientific vocabulary.”

In this nutrition course, “comparing macronutrients and micronutrients using accurate scientific vocabulary” is the crucial requirement to demonstrate student learning, not “write a paper.” The comparison of nutrients could be done in different modalities and still attain the learning goal. This is not a communications course where “write a paper” may be a crucial requirement and means to demonstrate learning. From a UDL perspective, the means should not unnecessarily present a barrier to learners.

How can we navigate around this barrier?

One solution might be to rewrite the learning outcome as: “Compare macronutrients and micronutrients using accurate scientific vocabulary.” Learners could then be given a choice of demonstrating what they know. For example:

• a written paper
• a poster presentation
• a video presentation

In summary, if the means are irrelevant to the learning goal, they should not be part of the stated learning outcome.

Let's look at another example:

Let’s say this is one of your course outcomes: “Present a reflection on your own lifespan development by applying multiple psychological theories.” The means in this learning outcome suggests a presentation because of the verb that was used. The ends is the reflection on lifespan development by using psychological theories. Is a presentation necessary to demonstrate the reflective process?  If it is, could students have options on how they present? This might be included on the assignment guidelines, and the course outcome could stay the same. If the presentation is not relevant to the learning demonstration, the course outcome might be rewritten more openly, such as: “Reflect on your own lifespan development by applying multiple psychological theories.”  An additional barrier for this course outcome could be the psychological theories that are explored in the course: Are they all from a Eurocentric perspective? Has the course included theories of development from Indigenous perspectives, antiracist frameworks, and other cultural lenses? Has critique of these theories been supported throughout the course?

Let's practice looking at some course outcomes to see if the means are likely relevant or irrelevant.

Relevant and Irrelevant Means

Optional Exercise: Revising Your Own Course Outcomes

You may want to get together with your colleagues who teach the same course and revise your course outcomes to remove irrelevant means. (If you work in a service area, you could work with colleagues to think of the learning goals you have for students as well as the learning goals students bring to your service.) Look through your course outcomes or learning goals together and ask the following questions:

• Can you identify the means and the ends?
• Are the means relevant to the ends?
• If not, how can you change the wording to reduce barriers and support demonstrating the learning goals?

Think of how removing these barriers can open up assessment possibilities in the course. As you work through any revisions for your course outcomes, you might want to keep track of your notes using this handout: Module 4 Optional Worksheet - Means from the Ends. You can then bring this work to your chair or academic lead to discuss changes to the course outline for the next semester or year.