LOs remind us that even if we assign brilliant readings, even if we perform our hearts out at the podium, “teaching can and unfortunately does occur without learning” (Linda Nilson, Teaching at Its Best, 17). The best—and perhaps only—measure of successful teaching is in its influence on how students “think, act and feel” (Ken Bain, What the Best College Teachers Do, 5). LOs direct our attention where it belongs: student learning.
Learning Objectives suggest a reasonable level of faculty accountability for how we use student time and effort, and they help students see what they’re working toward.
While few of us want students to have a fully instrumentalist view of education, we all want students to feel they’re moving purposely through the course and curriculum toward clear goals that they understand and share, not engaging in busy-work they didn't see the purpose of. Ideally, learning objectives invite students to have a mature relationship to the “whys” of their own educations. When we articulate goals, students can buy into them, track their own progress toward them, see coherences across courses and co-curricular activities, use them--all of which directly support significant learning experiences.