What are program learning outcomes?
Learning outcomes describe what a successful student should be able to demonstrate at the end of an educational experience, as a result of that experience. They can be written for individual lessons, modules, courses, programs, and any other period of instruction. They define and differentiate educational experiences.
A program learning outcome (PLO) is “an intended effect of the program educational experience that has been stated in terms of specific, observable, and measurable student performance1.” Program learning outcomes state, in terms more broad than course learning outcomes, how a student is expected to demonstrate discipline-specific knowledge, skills, and attitudes. As such, they are an expression of goals against which a program’s curriculum and student learning can be assessed.
Why are program learning outcomes important?
An outcomes-based approach is widely held to be a more student-centered and less instructor-centric approach to teaching and learning. As such, it is recommended that every program have program learning outcomes.
When program learning outcomes (PLOs) are formalized and communicated they are beneficial to:
- The Program: Program learning outcomes (PLOs) are a way to communicate the intent of the program in concrete terms, thus providing context for decision-making. They can be used as a reference point for developing long- or short-term strategies for program development, for identifying differences between programs, and can help units market the program to students, emphasizing the unique aspects of the program. They can also provide context for curriculum renewal and curriculum evaluation.
- Instructors: Program learning outcomes (PLOs) provide an opportunity for instructors to reflect on how their course relates to the broader learning the program hopes students achieve, and how this learning will support students as professionals in the field. Instructors may reference PLOs to clarify relevant and effective evaluation methods that are best-suited for measuring student achievement.
- Students: Published program learning outcomes can help students identify the unique knowledge, skills and attributes developed in different programs of study and make informed choices for their studies. Students can better see how various courses fit together in a program, and communicate to others the learning they will have achieved upon graduation. Students are better able to see opportunities for integration between their courses toward a common goal and may become more engaged in their learning.
- External Stakeholders: Potential employers of graduates, peer institutions, accrediting organizations and others may look to program learning outcomes to understand the expected knowledge, skills and attitudes of graduates.
Characteristics of exemplar program learning outcomes
There is no single right way to craft program learning outcomes. However, there are some common concepts, characteristics and best practices that tend to make learning outcomes more useful.
Program learning outcomes are most useful when they are:
- Student centered
- Specific and observable
- Clear and concise, with minimal use of jargon
- Written to reflect learning that occurs as part of the program
- Discipline- and degree-specific so that they differentiate the program from others
- Written with a verb that is at the appropriate level of cognitive complexity2
Components and examples
Program learning outcomes reflect learning across several courses and contain the following components:
- Observable action
- Discipline specific
- Description of how to achieve the action (optional)
- Conditions under which the action is achieved (optional)
- Expected level or standard (optional)
Click on the examples below to see how these components are included.
Formulate and analyze important public ethics issues using professionally accepted conceptual tools, and representing the depth and detail appropriate to present to public policy decision makers.
Observable action
Formulate and analyze important public ethics issues using professionally accepted conceptual tools, and representing the depth and detail appropriate to present to public policy decision makers.
Description of how to achieve the action (optional)
Formulate and analyze important public ethics issues using professionally accepted conceptual tools, and representing the depth and detail appropriate to present to public policy decision makers.
Expected level or standard (optional)
Formulate practical strategies for addressing environmental problems and ensuring the sustainable management of environments and ecosystems, given realistic political, time and resource constraints.
Observable action
Formulate practical strategies for addressing environmental problems and ensuring the sustainable management of environments and ecosystems, given realistic political, time and resource constraints.
Discipline specific
Formulate practical strategies for addressing environmental problems and ensuring the sustainable management of environments and ecosystems, given realistic political, time and resource constraints.
Conditions under which the action is achieved (optional)
Analyze contemporary media through ethical, political, legal and social lenses, comparing and contrasting differing perspectives and suggesting ways in which media is affecting the balance of power and privilege in society.
Observable action
Analyze contemporary media through ethical, political, legal and social lenses, comparing and contrasting differing perspectives and suggesting ways in which media is affecting the balance of power and privilege in society.
Spans several courses
Analyze contemporary media through ethical, political, legal and social lenses, comparing and contrasting differing perspectives and suggesting ways in which media is affecting the balance of power and privilege in society.
Description of how to achieve the action (optional)
Analyze contemporary media through ethical, political, legal and social lenses, comparing and contrasting differing perspectives and suggesting ways in which media is affecting the balance of power and privilege in society.
Discipline specific
Conduct in-depth analyses of various sources in terms of how social power relations are established and maintained through language by applying the theories of Fairclough, Habermas, van Dijk, Woden and others.
Observable action
Conduct in-depth analyses of various sources in terms of how social power relations are established and maintained through language by applying the theories of Fairclough, Habermas, van Dijk, Woden and others.
Expected level or standard (optional)
Conduct in-depth analyses of various sources in terms of how social power relations are established and maintained through language by applying the theories of Fairclough, Habermas, van Dijk, Woden and others.
Description of how to achieve the action (optional)
Design scientific studies to test specific hypotheses that include design elements typically found in biological and life sciences by retrieving, evaluating and integrating a relevant body of existing research and knowledge.
Observable action
Design scientific studies to test specific hypotheses that include design elements typically found in biological and life sciences by retrieving, evaluating and integrating a relevant body of existing research and knowledge.
Expected level or standard (optional)
Design scientific studies to test specific hypotheses that include design elements typically found in biological and life sciences by retrieving, evaluating and integrating a relevant body of existing research and knowledge.
Discipline specific
Design scientific studies to test specific hypotheses that include design elements typically found in biological and life sciences by retrieving, evaluating and integrating a relevant body of existing research and knowledge.
Description of how to achieve the action (optional)
Examples of less useful program learning outcomes
For contrast, below are some examples of learning outcomes that are less useful. Notice they do not include, or are inadequate in addressing, the components described above.
Understand sustainable management
Appreciate the complexity of interpretations of sacred texts
Know critical theories of discourse analysis
Not observable. How do students demonstrate their understanding, appreciation and knowledge3?
Be exposed to various tensions in contemporary media
Not student-centred. What will the student be able to do?
Demonstrate teamwork
Not specific: What does that look like in the context of your discipline?
List the functions of various glands and organs in the human body
Level of cognitive complexity too low for a program graduate
What help is available?
Contact CTLT’s Curriculum Consultants to help you at any stage with your learning outcomes. We can help you:
- Query or assess your current PLOs based on best practices, new contexts or Course Learning Outcomes
- Design a process to engage faculty and develop PLOs from the ‘top down’ (based on program mission, vision and industry/discipline contexts) or from the ‘bottom up’ (based on existing CLOs).
- Do a comparator analysis of PLOs from comparator institutions and programs
- Design and implement a process to map your courses onto your PLOs, to determine where and how the program is designed to achieve the PLOs in an organized and logical progression through the years
1. Veltri, Web, Matveev & Zapatero, 2011
2. For examples, see Bloom’s or other taxonomies
3. Most program outcomes should be at higher levels of cognitive complexity. See Bloom’s or other Taxonomies
