Carpenter, D. (2005, June), Using Learning Objectives For Course Design And Curriculum Improvement  Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15458

\bibitem{asee_peer_15458}
  Carpenter, D. (2005, June), \emph{Using Learning Objectives For Course Design And Curriculum Improvement}
  Paper presented at 2005 Annual Conference, Portland, Oregon.
  10.18260/1-2--15458

Donald Carpenter.  "Using Learning Objectives For Course Design And Curriculum Improvement".  2005 Annual Conference, Portland, Oregon, 2005, June.  ASEE Conferences, 2005.  https://peer.asee.org/15458 Internet.  24 Apr, 2024

\bibitem{asee_peer_15458}
  Donald Carpenter.
  "Using Learning Objectives For Course Design And Curriculum Improvement".
  \emph{2005 Annual Conference, Portland, Oregon, 2005, June}.
  ASEE Conferences, 2005.
  https://peer.asee.org/15458 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_15458
author = "Donald Carpenter"
title = "Using Learning Objectives For Course Design And Curriculum Improvement"
booktitle = "2005 Annual Conference"
year = "2005"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/15458}
number = {10.18260/1-2--15458}
}

TY  - CPAPER
AB  - Learning Objectives are statements of specific observable actions a student should be able to
perform after an established period of time (a lecture, course, or curriculum). Learning
Objectives, which are also commonly referred to as Instructional, Teaching, or Educational
Objectives, clarify the expectations of faculty in terms of measurable or observable student
performance. In other words, these statements describe the ability of students to demonstrate
they have indeed learned what was expected of them. As such, learning objectives are a
powerful tool for course design and curriculum improvement. Learning objectives can be used
for course design by identifying critical material, facilitating course activities, writing
examinations, and maximizing student learning. Learning objectives can be used for curriculum
improvement by communicating course expectations to faculty and students, organizing key
points of learning throughout the curriculum, eliminating excessive duplication of material, and
providing assessment of course performance. However, if objectives are not sufficiently well
defined, both testing and assessment based on those objectives are unlikely to be effective in
determining if students have mastered the required topic. This paper and associated presentation
will describe learning objectives in detail and provide assistance on how to effectively write and
implement objectives. The goal is to assist new engineering educators in designing their courses,
communicating information to their students and fellow faculty, and focusing their instruction on
student learning as opposed to teaching.
AU  - Donald Carpenter
CY  - Portland, Oregon
DA  - 2005/06/12
PB  - ASEE Conferences
TI  - Using Learning Objectives For Course Design And Curriculum Improvement
UR  - https://peer.asee.org/15458
DO  - 10.18260/1-2--15458
ER  -