Learning outcomes are statements referring to the specific knowledge, practical skills, areas of professional development, attitudes, or higher-order thinking skills that instructors expect students to develop, learn, or master by the end of their learning.1 Learning outcomes are written at the lesson-, course-, program-, or degree-level and have a connections between levels. For example, a concept learned in class connects to the broader outcomes of the course, which in turn contributes to the outcomes of the program and the expectations for degree completion.
2. Integrate and apply knowledge of chemistry with topics from cognate disciplines (environmental sciences, life sciences, materials, biotechnology, molecular biology, physics, applied mathematics, etc.)
3. Synthesize, analyze, characterize chemical/biological compounds using modern methods and laboratory equipment, acquire laboratory skills meetings the requirements for BSc chemists and/or teacher education.
4. Develop skills for solving educational and/or real-world problems with chemistry content.
5. Recognize the underlying assumptions and limitations of scientific methods and theories, critically assess the validity of data, methods, and models.
6. Formulate and investigate testable scientific hypotheses, effectively collaborate with team members, and/or demonstrate leadership potential.
7. Find and critically evaluate scientific information from literature and online sources.
8. Create and communicate chemistry content to professional audiences in various formats (oral presentations, written reports, posters, etc.)
9. Build a foundation for lifelong learning in chemistry and other natural sciences.
10. Assess ethical, societal, and global impacts of scientific claims and discoveries in chemistry and related disciplines.
Reference
1 Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.