Hey Profs, Show Us Your Outcomes!
I am trying to take seriously two thing. First, my own admonishment not to use the academic cliché “take seriously” in any of my writing. But second, the logical need to clarify to myself what learning outcomes I am trying for, before revising the rubrics for my assignments.
The wording of my outcomes is not yet important to me; it’s okay if they are sloppy or a bit rambling. For example, in “Introduction to the Old Testament”:
- Students will become fearless researchers in the field, getting over the “but I’m not a scholar” mental hump, and also the “but what if I find something that upsets my faith” hump.
- Students will embrace collaboration, eschewing narrow competitiveness or fearful isolation and growing into the conviction that “a rising tide lifts all boats.” As Harry Tuttle put it, “We’re all in it together, kid.” I do well if we do well, and we do well if I do well.
- Students will comprehend the difference between “Bible study” (devotional, expository; our theologies about the Bible; not primarily what we’re doing) and “biblical studies” (exegetical, literary and historical; the theologies discerned in the texts; what we are primarily doing).
- Students will learn the details of the different historical situations in Canaan between the 13th and 2nd centuries B.C.E. They will be able to talk clearly about why those differences matter to how we exegete specific biblical texts.
- Students will get a sense that, if they ever want to interpret the Bible with anything resembling authority, they are going to have to take Elementary Hebrew 1 and 2 the following year.
- Student will just love the living bejeezus out of the Hebrew Bible.
[Edit: changed list from bullets to numbered list.]
I have other outcomes taking shape for Elementary Hebrew.
Readers, if you teach any courses at all, what are they and what learning outcomes are essential to you? If you do not teach, what learning outcomes have you experienced as essential, or what outcomes do you wish had been prioritized?