Explicitly-stated learning goals give students a way to think and talk about what they have learned. They make it easier for students to “know what they know” and give students a language to communicate what they know to others. Such awareness is considered central to learning that lasts. 

Faculty often find that it is much easier to plan a course when they begin with where they hope their students will end. Another place to begin planning or revising a course is where faculty know students will face difficulty in the course. Identifying student learning goals helps faculty structure their courses, identify pedagogical strategies, and design assignments, tests, projects, class discussion, and other course elements to help students meet those goals.

Course-based learning goals also serve as criteria that faculty can use both to assess students’ progress and to direct course revision, helping faculty to incorporate the skills, methodology, and thinking that the major values into their classes. Finally, course-based learning goals also identify for departments the values and practices of the faculty delivering the departmental curricula. In so doing, course-based goals inform departmental learning goals.

Bachelor of Arts Frontiers
Physics

NOTE: Information on course goals mapped to program goals has been completed for undergraduate and graduate programs and is in the process of being loaded to this website.