The researchers were concerned that course learning outcomes were not always central to the construction of the course syllabi and lesson plans, and that, subsequently, they were not being taughVlearned. A secondary concern was that a course learning outcomes assessment was not in place. They hypothesized that faculty concentrating on course design around learning outcomes and teaching to the learning outcomes of each course would cause a significant increase in student attainment of learning outcome knowledge. A learning outcome assessment survey was distributed to 17 randomly selected undergraduate and graduate courses in two regions of the Extended Campus of Embry-Riddle. Thirteen courses were specifically designed and taught to the learning outcomes, and four were not. The results indicated that there was a significant increase in student learning outcome knowledge attainment when courses were designed around the learning outcomes and the learning outcomes were stressed in all class activities.
Available at: http://works.bepress.com/donna-roberts/3/