1. Mapping Practice
• First, collectively identify a ‘vital few’ student learning outcomes that you think are important to achieving this programmatic
objective/outcome.
• Consider what a ‘stage-walker’ (person ready to graduate) should produce to demonstrate outcome achievement. Starting
with the ‘end in mind’ assists us in sequencing or scaffolding learning experiences in ways that acknowledge the
developmental nature of learning.
• Map this through 3 ‘developmental’ stages (end of first semester/quarter; end of first year; end of final year-ready to
graduate). What learning opportunities might be included in these experiences to guide student learning to the desired
Outcomes? For Extra Credit: Think About How You Will Know?
Practice Chart #1
Student Learning Outcomes (Vital Few) What a Student Ready to Graduate Should be able to
(What Should Be Learned) demonstrate they know, can do, value/appreciate

2. By When Should Learning Occur? (Identify critical ‘stages’ of learning)
Practice Chart #2
Student Learning Outcome What a Student Should Be What a Student Should be What a Student Ready to
(Vital Few) Able to Demonstrate by the Able to Demonstrate by the Graduate Should Demonstrate
(What Should Be Learned) End of the First End of the First Year of Study
Semester/Quarter of Study
Extra Credit:
How Will You Know? What
Evidence Might You Gather?

3. Where Will They Learn It? (What learning opportunities might be included at each of these ‘stages’ to guide student learning to
the desired outcome?)
Vital Outcome: __________________________________________________________________________
Practice Chart #3
Developmental Learning Learning Learning Learning
Level Experience/Opportunity Experience/Opportunity Experience/Opportunity Experience/Opportunity
By End of First
Semester/Quarter
of Study
By End of First
Year
When Ready to
Graduate