Learning outcomes can be written both for individual classes/class sessions, and for your student body as a whole. Zald & Gilchrist offer this helpful advice for writing effective learning outcomes:
To select appropriate verbs, consider using verbs based on Bloom's Taxonomy. This "learning model [focuses on] the notion that learning presumes to occur in this linear and hierarchical fashion. That is, relatively simplistic learning ...must necessarily occur before learners can engage in more sophisticated and creative learning" (Netl).
A chart listing many ideas for verbs, using Bloom's Taxonomy, is available here: http://libguides.palni.edu/ld.php?content_id=36018340.
For a Specific Class
Below are learning outcomes written by Goshen College for a first year class orientation session.
Good Library. "Proposal for Library Involvement in ICC/LC -- 2017-2018." Goshen College, https://docs.google.com/document/d/10r6CvwUnb_UdePjAcf0Q14WHYyPKUY0s4i0GEuEn2DQ/
For the Entire Student Body
Learning outcomes written for the entire student body are much larger documents and generally involve a structure such as a table. Below are several examples.
IL_Learning Outcomes_First_Year_Tier 1 (Google Docs)
IL_Learning Outcomes_First_Year_Tier 1 (Word)
IL_Learning Outcomes_Tier 2 Sophomore-Junior Year Tier 2 (Google Docs)
IL_Learning Outcomes_Tier 2 Sophomore-Junior Year Tier 2 (Word)
IL_Learning Outcomes_Tier 3 Senior & Capstone Year (Google Docs)
IL_Learning Outcomes_Tier 3 Senior & Capstone Year (Word)
If you use these, please add a credit line or footnote: “Adapted from California Lutheran University, Pearson Library.”