NOTES ON DEVELOPING AN EXIT PROFILE1

Background

In reading through some of the following notes on Stiehl and Lewchuk’s book The Mapping Primer: Tools for Reconstructing the College Curriculum, it is important to note that the authors, in keeping with many universities and colleges (outside of Quebec) use the term “learning outcomes” for what we at Vanier would term Exit Profile goals or statements. At Vanier we have largely reserved the term “learning outcome” for our course frameworks as a means of explaining what tasks we expect students to be able to perform in order to demonstrate that they have met performance criteria.

Learning outcomes are not objectives or goals in new wrappers. Outcome statements describe what students should be able to do “outside” the classroom—not “inside” it! They describe our hope for what our students will be able to do in real-life roles for which we have a responsibility. Learning to establish and assess learning outcomes may be the most important work a college will do in this decade (p. 38).

In developing these statements, we should be asking the question “What can we expect students to be able to do and to know and what attitudes can we expect them to have in real-life roles, as a result of having completed specific educational experiences?”

“The key to articulating intended learning outcomes is first getting a vivid picture. . .of our students outside the classroom, using what they have learned” (p.38).

The authors claim that the meaning of the terms “‘outcomes’ and ‘competencies’ differ significantly in terms of scope and depth. Because both terms describe what students can do within the context of real-life roles they are often thought to be synonymous” (p. 41).

In the 1970’s the approach was to break up the curriculum into tiny, specific “competencies.” Teachers focused exclusively on behaviours and producing an educated person.

Today we understand that in taking something apart we lose the whole—the connections. Higher learning is about making connections—not eliminating them. In contrast to competencies, good outcome statements are complex enough to embody a significant knowledge base. It might help to think of intended outcome statements as ‘bundle’ of competencies, but the bundle is much greater than the sum of the parts. (p. 41)

Unlike with the behavioral objectives of the 1960s, “learning outcome statements always describe what we intend the student will be doing ‘outside’ the classroom walls not ‘inside.’. . . Our action words describe what we intend for the student to be able to do in real-life contexts not academic laboratories” (p. 53). An exit profile (or as they would put it a list of “learning outcomes”) should be holistic.

The process they describe for developing learning outcomes (or as we would term it, an Exit Profile) begins with an advisory committee: individuals from within and without the college who have different expertise and perspectives to offer in generating the learning outcomes.

1 These notes are based on Stiehl, R and Lewchuk L (2012). The Mapping Primer: Tools for Reconstructing the College Curriculum. 2nd. ed. Corvallis, OR: Learning Organization, 2012.

The purpose is to stimulate faculty conversation that results in a few high-level student learning outcomes that can drive what we do in the classroom. These statements will clearly describe what we intend for students to be able to do outside the classroom as a result of the work they do inside our classroom. It is the single most important step in building an outcomes-based learning experience (p. 43).

The authors suggest having a brainstorming session with employers or university faculty, in addition to college faculty who teach the program, since the former will have a good sense of what students will need to do upon graduation. They suggest identifying “the life role(s) in which these people see students using what they learn in this program” (p. 44). They suggest asking the participants the following question:

“What do students need to be able to DO ‘out there’ that we’re responsible for ‘in here’?”

In keeping with the practice of other CEGEPs in the reseau, we would ask this question slightly differently:

“What do students need to be able to DO, to KNOW and what attitudes do they need to have ‘out there’ that we are responsible for ‘in here’?”

Ultimately, in the brainstorming session, we are trying to develop action statements: each should begin with an action verb.

These statements should have six essential characteristics:

1. ActionTry to avoid the word “understand.” Instead, “begin with these words: ‘Use their understanding of ___________ to…. When the statement is finished, it is easy to see that the first part can be dropped.” It can also be helpful to focus on what the student will do upon graduation. (p .52).

2. Context3. Scope4. Complexity

“The content of this program (what students must know and understand is e5. Brevity6. Clarity

We’ll get into the details of what each of these characteristics entails further on when discussing how to edit statements generated during the brainstorming session.

Facilitating an Exit Profile Brainstorming Session

I. PurposeDuring a brainstorming session, make the purpose of the activity clear to participants: the goal is to facilitate conversation that results in a few high-level goals, or as Lewchuck and Stiehl put it, “learning outcomes” that “drive what we do in the classroom.”

II. Preparation

1. Identify the life role(s) in which you see students using what they learn in this program. For technical programs this will entail identifying (an) employee role(s) in a clearly identified industry group.

2. Invite faculty from university programs which graduates typically enter or employers from industry or organizations in which graduates of the program are typically employed. Stiehl and Lewchuk recommend choosing individuals who have “diverse insights into the expectations your students will face ‘out there’ in the defined role. Choose individuals who are knowledgeable, articulate and interested in the success of your students in the context with which they are familiar” (p. 43). They also suggest keeping the number manageable (a group of 6–12 participants is ideal).

3. Gather the materials you needa. Flip chart, white board or smart board for the facilitator, blank sheet of paper for

participants b. Two flip chart sheets per the group. Up to 6 persons can work at a set of flip chart

sheets attached to a wall surface (though it is probably preferable to have only four to five participants per group). The surface size should be at least two charts wide, overlapping slightly to form one continuous surface. Divide these taped sheets in three by drawing a vertical line between each third of the whole surface and writing one of the following at the top of each section: Skills, Knowledge, Attitudes.

Figure 1: Preparing the White Board Sheets

c. Post-it Notes. The 3X3 inch notes are sufficient. If you can find packs of three different colours (one for skills, one for knowledge and one for attitudes, all the better). You should have between 15–20 per participant.

d. Masking tape.e. Pen or pencil for each participantf. One red or green fine-point felt pen Sharpie for each chart.

III. Facilitating the Process

(Time 1.5–2 hours)

1. Get set before others arrive

Arrange the room so that there is space for all group members in front of each group’s flip chart sheets.

Project the following on a screen:o The role(s) you are preparing the student to enter (example: nurse, computer

technician, etc.)o The question: What do students need to be able to DO, to KNOW and what attitudes

do they need to have “out there” that we’re responsible for “in here.”

2. Start the WORK SESSION

Introduce yourself and talk briefly about the purpose of the work session. Put it in the context of program revision.

Acknowledge the different participants and what each brings to this session. Briefly show the participants the program competencies, and explain that they are deliberately

general to allow colleges to interpret them at the local level. Explain that the Exit Profile that will be generated from this process will guide the interpretation (or reinterpretation) of the competencies and will also guide what essential skills we add to our courses along with the competencies. (It might be nice to provide participants with printed copies of the competencies or to email them out beforehand).

Talk about the question you have projected on the screen. Ask the group to work with you to change the wording if they don’t think it is clear.

Explain the brainstorming process. Ask participants to follow your instructions, not to run on ahead from skills to knowledge, knowledge to attitudes without any pause. It is best if they focus on one type of goal at a time. As a facilitator, make sure you allow for a brief pause between these three goal-writing activities in order to delineate each clearly.

Prime the group to develop answers to the question:o Provide examples from another program (see examples below).o Write an answer to the question for this program on a Post-it Note and put it on their

chart. (Be sure your sample begins with an action word.) Ask them to give another sample answer or two, until you are certain the instructions are clear.

3. Start them BRAINSTORMING about Skills.

Ask everyone to stand and move to the chart. While some participants may prefer to sit, try to encourage them to stand, as doing so increases energy levels.

Ask them to write answers to part of the question (one per sticky-Note): “What do we needs students to be able to DO?” If you have provided them with three packages of sticky notes each of a different colour, tell them which colour they should use when brainstorming skills.

Give them two rules for this activity (which should last between 15–25 minutes):o RULE 1: Begin every answer with an action word: no single-word answers.

o RULE 2: Read each answer out loud as you slap it on the chart. Don’t discuss answers yet.

During the brainstorming session, watch for these things and correct as necessary:o Lack of an action word at the beginning of each statement (correct this early on)o Lack of participation from certain individualso Winding down too quickly. Stiehl and Lewchuk have found that often when responses

slow down, the best answers are still to come. Keep participants brainstorming. Read some of their answers out loud to stimulate more thought.

Stop when the groups have no more answers.

4. Start them BRAINSTORMING about knowledge.

Follow the same steps as above in point 3, but now have them answer what the students need to know. Of course, the answers may not begin with verbs, but they can (e.g., “Understand the major socio-political currents in 20th century Europe”)

5. Start them BRAINSTORMING about attitudes.

Follow the same steps as above in point 3 & 4, but now have them answer what attitudes the students will need to have “out there.” Again, action verbs are not as necessary here, but still possible (e.g., “Demonstrate a respect for learning” or “Value academic integrity.”)

6. Start CLUSTERING

Once they have brainstormed the three areas of goals, they are now ready to organize them. Ask participants to group or cluster their sticky notes in each section (skills, knowledge and attitudes) into categories of 4–10 sticky notes, according to what these answers have in common. For instance, they may have several more precise goals that all fall under being able to research using primary and secondary sources. They would, in such a case, group answers related to research into one cluster under the skills section. Similarly, they may have several answers about historical knowledge and several others related to science. These can be grouped into their appropriate categories.

This is a collaborative exercise that will take another 15–25 minutes. Watch for the following during the clustering:

o Disagreement about where an answer belongs. If group members disagree, make a copy and place it in more than one cluster.

o Statements that do not fit in any other group. Have the participants put them aside or eliminate them with the consent of its author, unless it is important and can stand on its own.

o New answers that arise during clustering. Encourage participants to add these and group them accordingly.

o Allow the group to decide when they have completed this portion of the exercise. Check to see they have at least four and no more than 10 clusters. This is not a hard and fast rule (they have valid reasons for fewer or more cluster groups), but will make the drafting process easier.

o Once they are sure of their clusters, ask them to circle each one with the red or green felt marker.

7. Work with the group to draft a statement that expresses the overarching objective of each cluster. (Note: This is the most challenging part of the process, but it is also the most important. To facilitate this part of the work, familiarize yourself with the traits of a good Exit Profile statement provided below.)

Work with the group to draft a statement (beginning with an action word when working with the skills goals) that synthesizes the essence of each cluster—one at a time.

Keep the language clear and direct. Keep asking: “Does this statement express what we can expect them to be able to do, what we

need students to know or the attitude we need them to have?” “Is it clear what we mean?” “Does it reflect what is in this cluster?” etc.

Stop when you have enough input from the whole group. Don’t expect the group to go beyond a first draft of these over-arching goal statements.

Rewrite the draft statements on your flip chart for all to see. Take photos of every flip chart, in case some sticky notes fall off. Roll up the charts to take with

you.

Figure 2: Clusters and their over-arching statements

8. Learning from Experience

As an aid to facilitating such a brainstorming session, the authors have provided some feedback from others who have already gone through the process. Figure 3 lists some of the situations encountered and suggestions for how to deal with them.

Figure 3: Debriefing a Brainstorming Session--Tips

IV. Create the first draft

Working with the Program Revision Committee1. Refine the goals. You should have between 3—4 statements per type of goal (Skills, Knowledge and

Attitudes) drafted from each cluster in each group. Put these on one page along with the program title, the role(s), the question and the names of the team members who contributed.

2. Organize the Post-it Notes. Organize and list all of the statements made on the notes that appear to fall under each cluster. There will be some notes that don’t fit anywhere. You can eliminate these. The goal here is to create a document that reflects the intention of the group, but you will need to bring greater order to it. Expect to reword many of the items.

3. Identify 2–3 major concepts (words or phrases) that summarize each outcome. (See figure 3)

Figure 4: Sample First Draft of Exit Profile Goals (Skills), p. 48

Figure 3 shows a sample draft of Learning Outcomes. As Stiehl and Lewchuck do not ask participants to brainstorm knowledge and attitudes, they only offer examples that are relevant for our skills category. In our case, we would have three sections, one for each category, and only 3–4 goals in each.

Figure 5: Draft Two of an Exit Profile (Skills Category)

Figure 4 shows us a more detailed draft. The statements in bold would have been derived from the over-arching statements written above each cluster. The sub-points below each bold statement would have been derived from the sticky-note answers found within each cluster.

V. Distribute the first draft to all participants and request feedback

Distribution of the draft can be done via email. Participates can be asked to use Word’s track changes and comments features to offer suggested revisions and provide feedback.

VI. Revising Exit Profile Statements

Stiehl and Lewchuk provide five criteria for assessing Exit Profile statements:

1. Action

While brainstorming action words can seem easy, it can in fact be challenging to find just the right word. It is not unusual for participants to try several words before they find the right one. It may be helpful to have a list of action words on hand to get people thinking. One thing to keep in mind is that words like “understand.” How do students show their understanding. One trick is to have participants write “Use their understanding of_____ to ____________.” (Example: “Use their understanding for the aging process to observe and respond to sublte changes in living patterns and behavior.”

2. ContextKeep in mind that the goals must express what students will know, to be able to do and the attitudes they should have “out there.” These statements need to express what students will be able to do in real-life situations, not in the classroom or laboratory.

3. ScopeIt is important when formulating an exit profile to keep in mind its scope: we must set realistic goals given the length of the program and the time we have to teach students skills and knowledge or to instill in them certain attitudes or behaviours. Moreover, in drafting the profile, we must make sure that its scope covers all that the program intends. Are there any gaps, elements of the program not reflected in the goals?

4. ComplexitySince the exit profile should inform our interpretation of the competencies and the form of the comprehensive assessment, it is important that the goals are rich and complex enough to help us interpret the competencies usefully.

5. BrevityWhile the statements should have a certain richness or complexity, they should not themselves not be too rambling or verbose. Concision should the our aim as we formulate each one.

6. ClarityThe language of the statements should be clear so that all stakeholders understand them. Avoid sounding overly academic.

Below is a grid which can be used to help a revision committee assess their Exit Profile statements based on Stiehl and Lewchuk`s criteria.

Scoring Guide for Exit Profile StatementsUse this rating scale to assess your Intended Exit Profile Statements1—Absent 2—Developing 3—Adequate 4—Well Developed

Characteristics of Good Exit Profile Statements Additional comments and Specific Suggestions for Improvement

1. Action 1 2 3 4

All the statements are written in “active voice” and the action words have been carefully chosen to describe the intention.

2. Context 1 2 3 4

All the statements describe what you envision students doing “after” and “outside” this academic experience —because of this experience.

3. Scope 1 2 3 4

Given the time and resources available, the outcome statements represent reasonable expectations for these students.

4. Complexity 1 2 3 4

The statements, as a whole, have sufficient substance to drive decisions about what students need to learn in this experience.

5. Brevity and Clarity 1 2 3 4

The language is concise and clear, easily understood by students and stakeholders.

Finally, on the following page are some more examples from Stiehl and Lewchuk of completed “learning outcomes.” Keep in mind that their focus is only on what students will do, not what they will know or the attitudes they will have.