Examples of Learning Outcomes

Examples of Learning Outcomes

Program and course learning outcomes need to align with each other. For more information on aligning programs and courses see the UNSW ICF

Below are examples of program and course learning outcomes

Examples of Program Learning Outcomes

On successful completion of this program, graduates will be able to:

Knowledge

• articulate the fundamental facts, concepts, principles, theories, and terminology used in the main branches of science.
• identify health care needs of different groups in society
• demonstrate solving complex physics problems.

Skills

• collaborate effectively with others.
• use effective communication skills to present a coherent and sustained argument to the public in their specialist area.

Application of Knowledge and Skills

• contribute to contemporary artistic and cultural discourses by incorporating ethically aware and globally diverse perspectives.
• act ethically, respectfully and responsibly.
• engage responsibly and sensitively with cultural, historical and interdisciplinary global contexts in the synthesis of ethical and sustainable design solutions.
• demonstrate the ability to critically analyse disparate sources of information about WWII

Examples of Course Learning Outcomes

On successful completion of this course, students will be able to:

Knowledge

• explain the economic and legal basis for auditing
• select and apply appropriate communication principles and theories in globalised business and social contexts

Skills

• choose the appropriate audit report based on the identified results
• write and speak in a style appropriate to professional contexts

Application of Knowledge and Skills

• analyse electrical engineering problems in industrial settings and apply appropriate techniques and design processes to resolve issues
• apply the use of a range of digital technologies in built environments to meet identified challenges

Remind students of the importance of learning outcomes in their studies.

References and Further Readings

• Anderson, L. & Krathwohl, D. et al (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom¹s Taxonomy of Educational Objectives. New York: Longman Australian Higher Education Standards Framework https://www.depauw.edu/files/resources/krathwohl.pdf
• Australian Qualifications Framework - https://www.aqf.edu.au
• Biggs, J., & Tang, C. (2011). Teaching for Quality Learning. (4th ed.). Buckingham, UK: SRHE and Open University Press. 
• Churchill, D. (2017). Digital Resources for Learning. Singapore: Springer.
• Higher Education Standards Framework 2015 - https://www.teqsa.gov.au/higher-education-standards-framework-2015
• UNSW Integrated Curriculum Framework - https://teaching.unsw.edu.au/sites/default/files/u19/integrated-curriculum-framework-approved-sept2015.pdf
• Scientia Education Experience - https://teaching.unsw.edu.au/unsw-scientia-educational-experience
• Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(1), 158-168.