What are the Learner Outcomes?

Knowledge and understanding of the essential beliefs that have been derived from the Unit’s collective thinking has directed us to the development of seven broad student outcomes. The learner outcomes in conjunction with the other components of the conceptual framework help define the unique identity of our graduates. Below you will find our learner outcomes followed by more specific objectives that support each learner outcome. Following these objectives you will find examples of requirements or experiences that allow students in various majors to achieve each learner outcome.

1. The Collaborative Professional will integrate knowledge of the liberal arts and specialized subject matter to teach children and youth.

Objectives:

• understand concepts, methods of inquiry and the structure of the following disciplines: communication, literature, mathematics, science, history, social sciences and the arts
• understand the structure, skills, core concepts, ideas, facts, methods of inquiry and uses of technology for the content she teaches.
• apply knowledge of subject matter across the curriculum to teach children and youth
• create learning experiences that integrate knowledge, skills and methods of inquiry from various disciplines

Sample Requirements or Experiences:

• general education requirements
• major course work
• content specific methods courses, such as mathematics and science
• lesson and unit development, especially integrated thematic units
• field experiences teaching children specific content knowledge
• adapting lesson plans to individual needs
• developing content specific manipulative kits

2. The Collaborative Professional will use a variety of communicative and collaborative skills to teach and interact with the educative community.

Objectives:

• use communication techniques effectively
• build collaborative relationships with fellow teacher candidates, Columbia College faculty, P-12 faculty, other P-12 support staff, parents and community members to support the teaching of children and youth

Sample Requirements or Experiences:

• writing individualized education plans as part of field experiences
• in-class group projects with peers
• interacting with P-12 schools in planning and executing class observations
• role playing in mock parent-teacher meetings
• collaborating with community resource groups and visiting model program sites
• observing school board meetings, meetings of parent teacher organizations and parent conferences
• participating in community advocacy activities
• participating in organizations such as the Sertoma Club, the Council for Exceptional Children, Kappa Delta Epsilon and the Columbia Area Reading Council

3. The Collaborative Professional will apply varied perspectives of self and society to meet the instructional and societal needs of all children and youth.

Objectives:

• acquire a knowledge base in the social, historical and philosophical foundations of education
• understand how the perceptions of students, teachers and other members of the educative community affect learning
• understand how the roles of teacher candidates change as they progress in their education program
• provide content from multiple sources that reflects varied intellectual, cultural and social perspectives
• enable students to work productively and cooperatively within diverse social settings

Requirements or Experiences:

• completing course work in foundations and educational psychology
• reflecting on professional behaviors and roles
• conducting clinical self evaluations and reflections
• reviewing major research on individual differences
• collaboratively planning intervention strategies

4. The Collaborative Professional will identify and apply pedagogical principles to knowledge construction, inquiry and collaboration in providing meaningful learning.

Objectives:

• plan and implement instruction that is developmentally appropriate and supports district-level standards and instructional plans
• use a variety of instructional strategies and models
• use a variety of instructional resources, materials and tools
• use formal and informal assessment techniques to improve learning
• use classroom management models to create a classroom culture and instructional program that supports meaningful learning

Requirements or Experiences:

• experiencing and reflecting on various educational and philosophical models
• evaluating preschool models
• developing lessons to teach children with identified problems
• observing teachers utilizing different models and approaches to teaching
• engaging in field experiences and developing lesson plans
• developing and implementing instructional materials
• selecting appropriate methods of assessment for various groups of students

5. The Collaborative Professional will make informed instructional decisions through consideration of multiple theories and practices in learning.

Objectives:

• understand theories of learning, human behavior and human development
• analyze and reflect upon the connections between theory and practice
• apply theoretical knowledge to plan and improve instruction

Requirements or Experiences:

• examining student artifacts as a means of making informed instructional decisions developing short-range and long-range plans using interest inventories and other data

6. The Collaborative Professional will use inclusive teaching procedures and practices that support the diverse educational needs of children and youth.

Objectives:

• develop an understanding of practices that meet the needs of diverse learners
• integrate content knowledge and knowledge of pedagogy to create meaningful learning experiences for all students

Requirements or Experiences:

• attending to learning styles, cultural differences, socio-economic status, developmental levels, student interests, backgrounds, ability levels and disabilities
• evaluating lesson plans and long range plans for inclusive teaching strategies
• conducting case studies that address specific and individual needs

7. The Collaborative Professional will use educational research and tools of inquiry to strengthen learning and teaching.

Objectives:

• identify best educational practice as suggested by research, literature and professional organizations
• use research as a source for continual evaluation of both teaching and learning for the purpose of improving instructional practice
• use evaluative data to improve personal teaching performance
• participate in collegial activities to enhance a productive learning environment and promote continued growth as a Collaborative Professional

Requirements or Experiences:

• gathering data to illustrate theories of development
• interviewing children to aid in instructional development and decision making
• participating in research presentations made to classes
• utilizing the internet and educational software to conduct research and assess and evaluate instructional materials
• reflecting on personal teaching using ADEPT observation/evaluation forms, journals and portfolio preparation
• writing research papers making observations to demonstrate theories of development