This guide enables faculty to design quality courses on Schoology. These courses can be taught remotely or traditionally. The main guiding feature of this LibGuide is the Adaptive Course Design Rubric.
2. Common Reasons To Update Your Student Learning Outcomes
Reflect updates to curriculum:
How specific course fit (their purpose) in a program can change over time.
Desired disciplinary-specific knowledge or skills may shift or evolve over time.
Add number or level of detail needed to drive your course design:
While there is no ideal number for SLOs, most courses are built upon a minimum of 6-8.
The verbs (what students do) utilized in SLOs should encompass the entire semester.
Increase the complexity of the SLOs:
SLOs should reflect the highest levels of cognitive (or other domain) performance (e.g., analysis) desired. Reliance on too many SLOs focused on lower level performance (e.g., identify) can limit the range of options we have for course design.