UIC: Programs and Academic Assessment
Academic Program and Center/Institute Approval
Courses and General Education Approval
Course Request System (CRS)
Log on to CRS
CRS Authorization
Authorized CRS users
CRS Introduction Manual
Course Request Help Topics
CRS Training Materials - July, 2010
Approved Courses and University Catalogs
Important Dates for Program and Course Approval
Academic Program Development Staff
Banner Code Reports and Enterprise Data Warehouse
Related Links

Print View

Course Request Help Topics

Show all

Course Learning Outcomes

(page 3 of course request)

*A response to this question is required.


List knowledge, skills, and abilities that students should achieve by the end of this course.

Course learning outcomes are intended to:

  • Help you identify clearly what students are to learn in your course.
  • Help you select appropriate instructional methods and materials for the course.
  • Help you plan assessments which will measure whether or not students have learned what they were taught.

When defining course learning outcomes,

  • use action words from the expanded list provided below or write your own. Try to use action words that specify observable behaviors wherever possible (e.g., "define", "classify", "apply", "analyze", "compose", and "evaluate").
  • Indicate the content on which the action(s) will be applied.
  • Follow this model, "Students will be able to + action word + content."

Examples of action words used to write learning objectives for each category of Bloom's taxonomy
Knowledge Comprehension Application Analysis Synthesis Evaluation
Define Identify Indicate Label List Memorize Recall Record Repeat Reproduce Survey Select State Underline Classify Convert Describe Discuss Distinguish Estimate Explain Express Generalize Identify Infer Interpret Locate Paraphrase Recognize Report Restate Review Rewrite Summarize Apply Compute Construct Demonstrate Disseminate Draft Dramatize Employ Illustrate Interpret Investigate Operate Organize Practice Predict Sketch Solve Translate Use Analyze Calculate Categorize Compare Contrast Criticize Debate Determine Differentiate Discriminate Distinguish Examine Experiment Explore Inspect Outline Question Solve Arrange Assemble Collect Combine Compose Construct Create Design Formulate Generalize Generate Group Integrate Manage Organize Perform Plan Prepare Produce Propose Appraise Assess Choose Conclude Criticize Critique Decide Evaluate Judge Measure Rate Recommend Revise Reflect Score Value

Adapted from Peter W. Airasia, Classroom Assessment (2005) and University of Massachusetts Amherst, Course-based Review and Assessment (2001)


Sample course: African-American Studies course: African American in Film

Students will be able to:

  1. Explain the evolution of the Black film industry.
  2. Apply film as a vehicle to survey changes in African American History 1900 – 1995.
  3. Apply film to explore social and cultural themes such as images of beauty, gender dynamics, violence, power, class, and citizenship.

Sample course: Human Nutrition course: Culture and Food

Students will be able to:

  1. Define culture and show how various aspects of culture relate to the development and maintenance of food habits, practices, knowledge, beliefs, and attitudes.
  2. Discuss the relationship between food and culture with respect to other socio-cultural factors including family, gender roles, and class influences. Describe food patterns of various cultural groups.
  3. Describe the effect of social systems, economics, food production, and food technology.

Sample course: Anthropology course: Biology of Women

Students will be able to:

  1. Explore “what it means to be a women” from a biological perspective.
  2. Describe how human evolutionary history has impacted women’s physiology development and life course.