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Susan Gano-Phillips, Affective Learning in General Education 17
Table 1
Intended Student Learning Outcomes
Written at Each Level of the Affective Taxonomy
Receiving:
Responding:
Valuing:
Organization:
Characterized
by a value
(or value set):
Student will be able to listen to different points of view
on ethical issues in genetics and biotechnology
Student will be able to assist teammates in solving
problems in genetics and biotechnology
Student will be able to justify a position regarding the
use of genetic experimentation from an ethical point of
view
Student will be able to adhere to ethical standards in
discussing issues in genetics and biotechnology
Student will be able to display commitment to using
ethical standards when solving problems in genetics
and biotechnology
(S. J. Friedman, personal communication, June 6, 2009)
Teaching and Learning Activities (TLAs) to Promote the
Achievement of Affective Learning Outcomes
Once affective ILOs have been specified, faculty must turn their
attention to designing TLAs to support students’ achievement of those
ILOs. There is growing awareness that traditional pedagogical methods
involving faculty lecturing to large groups of students is not always the most
effective strategy for the achievement of certain cognitive, and perhaps more
important, affective outcomes (Harward, 2007; Kuh, Kinzie, Schuh, & Whitt,
2005). Instead, pedagogies that allow students to engage more actively in