UN SDGs & Curriculum

Developing Learning Outcomes (LOs) Overview

As a brief overview of curriculum, there are a few critical components that are necessary to understand and include when developing learning outcomes. The first is the type of learning outcome (LO) – is it at the program level (PLO), course level (CLO), or lesson level (LLO)? This level can have an effect on the complexity of the LO you are creating, as PLOs need to be broad enough to capture multiple aspects across courses within a program, CLOs need to be specific to the course, but broad enough to capture the various LLOs throughout the length of the course. LLOs represent the outcomes to be achieved by the end of that given lesson.

In writing LOs of any kind, you first start with a Sentence Stem which provides context and whom the outcome is for. For example, “through engaging in this workshop, you have the opportunity to…” or “by the end of this lesson, you will have experienced…”

The next important step is the choice of Verb, which needs to be specific and measurable. We recommend using Bloom’s Taxonomy (click the link to learn more) to align your verb choice to the domain of learning (cognitive, psychomotor, and affective) but also to the complexity of the given task and skill level (lower order vs. higher order skills).

After that is the KSA, or Knowledge, Skills, and/or Attitudes, that is required to be demonstrated. This can also be thought of as what the learner will be doing/creating/etc.

Lastly, is the Condition, which describes in what way or the degree to which the given KSA is to be demonstrated.

For more information on Learning Outcomes, please click to visit: Learning Outcomes WordPress site, and view this helpful resource: Learning Outcomes Best Practices Infographic.

UN SDGs & Learning Outcomes

Learning Outcomes (LOs) are statements that describe what the learner should be able to demonstrate doing, or knowing, by the end of a given experience, such as lesson, course, or program. Learning Outcomes all share the same components:

Sentence Stem + Verb + K/S/A + Condition

Sentence stem provides the context and the audience that the LO applies to, e.g.,:
- Through engaging in this _____, you have the opportunity to…

Verbs need to be specific and measurable – use Bloom’s Taxonomy for specific domain of learning (cognitive, psychomotor, and affective) and adjust to the level of complexity (lower/higher order), e.g.,:
- Develop, Create, Compare, Analyze, etc.

Knowledge, Skills, and/or Attitudes – this is the content of the outcome, e.g.:
- A comprehensive essay, balanced budget, lesson plan, etc.

Condition for the degree or quality of demonstration of learning, e.g.,:
- On sibling dynamics, for an audit, about the rock cycle, etc.

Program Learning Outcomes (PLOs)

Program Learning Outcomes (PLOs) state what the a graduate of the program should be able to demonstrate doing, or knowing, in a measurable way, at the end of their program of study. PLOs are a great opportunity to incorporate UN SDGs into the program, demonstrating how the program and associated courses align with the Goal and prepare learners not just for future academic and professional endeavours, but one perhaps also supporting global sustainable development.

Here are some examples of incorporating UN SDGs into PLOs:

UN SDG Goals	Description	PLOs
#6 – Clean water and sanitation	Ensure availability and sustainable management of water and sanitation for all	Construction Electrician: install and maintain electrical systems that support clean water and sanitation infrastructure.
		Information Technology: develop IT solutions for monitoring and managing water resources.
#7 – Affordable and clean energy	Ensure access to affordable, reliable, sustainable and modern energy for all	Policy Studies: advocate for policies that support the transition to sustainable energy.
		Plant Health: develop strategies for the sustainable cultivation of bioenergy crops
#13 – Climate action	Take urgent action to combat climate change and its impacts	Accounting: implement financial strategies that support sustainable business practices to reduce carbon footprints
		Construction Electrician: manage energy-efficient electrical systems that contribute to the reduction of greenhouse gas emissions in construction projects
#14 – Life below water	Conserve and sustainably use the oceans, seas and marine resources for sustainable development	English: write compelling narratives that highlight the challenges and solutions associated with marine conservation
		Policy Studies: advocate for policies that ensure the sustainable management of marine resources to balance ecological health with economic and social needs

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) state what a learner will be able to demonstrate doing, or knowing, in a measurable way, at the end of their course. CLOs are a great opportunity to incorporate UN SDGs into the course, demonstrating how the course and associated lessons and assignments align with the Goal and prepare learners not just for success within their program, but perhaps also supporting global sustainable development.

Here are some examples of incorporating UN SDGs into CLOs:

UN SDG Goals	Description	CLOs
#6 – Clean water and sanitation	Ensure availability and sustainable management of water and sanitation for all	Environmental Protection Technology: design sustainable water management systems that ensure access to clean water and sanitation.
		Health Care Assistant: identify water-borne illnesses and sanitation issues within communities.
#7 – Affordable and clean energy	Ensure access to affordable, reliable, sustainable and modern energy for all	Accounting: create budgets that supports renewable energy projects
		Marketing: create marketing campaigns that promote the use of affordable and clean energy sources.
#13 – Climate action	Take urgent action to combat climate change and its impacts	Educational Studies: integrate awareness and action among students to combat climate change and its impacts within the curriculum.
		Sustainable Agriculture: apply agricultural practices that mitigate the effects of climate change to promote sustainability in food production.
#14 – Life below water	Conserve and sustainably use the oceans, seas and marine resources for sustainable development	Biology: analyze marine ecosystems and develop conservation strategies that protect marine biodiversity
		Communications: disseminate effective communication campaigns that raise awareness about the importance of ocean conservation

UN SDG Inspired PLOs and their Corresponding CLOs across Disciplines

Within this table are a selection of 6 of the UN SDGs, along with their description. A general PLO was created based on each goals’ description. Each row also has 3 sample CLOs, from across programs and disciplines (and none repeated) and academic level and credentials, as an example of how a CLO could be developed to meet that PLO. A mix from Bloom’s domains were also used within the various CLOs, but Cognitive domain was chosen for flexibility for the PLO creation.

UN SDG Goals	Description	PLO	Corresponding Example CLOs from Different Disciplines
		“Through engaging in this program, you have the opportunity to…”	“Through engaging in this course, you have the opportunity to…”
#3 – Good health and well-being	Ensure healthy lives and promote well-being for all at all ages	Develop effective practices for promoting good health and well-being within the context of your discipline	Health Science (HSCI 4110 – Health Program Planning and Evaluation)	Entertainment Arts (ENTA 2241 – Advanced Visual Storytelling in 2D Animation)	Criminology (CRIM 2330 – Psychological Explanations of Criminal Behaviour)
			Establish a supportive program to promote awareness of food hygiene to meet local community needs	Construct a short public service announcement video for a local public health campaign	Examine the psychological factors and causes that negatively impact good health and well-being
#4 – Quality Education	Ensure inclusive and equitable education and promote lifelong learning opportunities for all	Design equitable educational opportunities to support lifelong learning and success within the Canadian context	Education Assistant (EDAS 1120 – Introduction to Practice and Positive Behaviour Support)	Indigenous Community Justice (INDG 1130 – Indigenous Perspectives in Food Systems)	Psychology (PSYCH 2385 – Cognition)
			Differentiate between structures in local school districts that support equitable and inclusive learning environments for all students	Identify local resources to support Indigenous communities’ teaching of traditional sustainable food systems and sovereignty	Demonstrate factors that contribute to effective learning practices by leveraging concepts of cognitive psychology
#7 – Affordable and clean energy	Ensure access to affordable, reliable, sustainable and modern energy for all	Formulate comprehensive plans to address affordable and clean energy initiatives on a national scale	Environmental Protection Technology (ENVI 2305 – Environmental Toxicology)	Journalism (JRNL 2240 – Beyond the News: Feature Writing)	Green Business Management and Sustainability (GRMT 6130)
			Measure toxicity levels in energy-consuming products to ensure safe and sustainable practices for all	Refute anti-sustainability narratives through feature writing in traditional and new-media environments	Formulate a comprehensive action plan to support businesses converting over to affordable and clean energy sources
#12 – Responsible consumption and production	Ensure sustainable consumption and production patterns	Create sustainable policies for sustainable consumption and production patterns within micro-economies	Fashion & Technology (FASN 2121 – Style Production I)	Carpentry/Building Construction (CARP 1109 – Building Materials, Codes and Drawings)	Sustainable Food Systems and Security (SFSS 6140 – Creating Our Food System Future)
			Apply sustainability principles to the production of industry-standard block patterns for apparel prototypes	Reproduce a residential blueprint to focus on responsible consumption of sustainable lumber	Influence the consumption practices of a local university’s student population through a campaign to highlight unsustainable food purchases
#16 – Peace, justice and strong institutions	Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.	Evaluate institutions’ policies on inclusive and just practices promoting effective and accountable organizations	Legal Administrative Studies (LGLA 1160 – Contemporary Issues in the Law Office)	Human Resources Management (HRMT 3125 – Employment Law & the Employment Relationship)	Creative Writing (CRWR 1240 – New Forms and Media: Networked Narratives)
			Predict the impact of unjust practices at a large firm as it relates to accountability to employment standards	Assemble a portfolio of best practices to promote an inclusive and equitable work environment as based on relevant BC legislature	Contribute to a collaborative composition on global peace initiatives designed for digital publication
#17 – Partnerships for the goals	Strengthen the means of implementation and revitalize the global partnership for sustainable development	Devise actionable steps to collaborate internationally with partners to strengthen the outcome of a given goal	Horticulture (HORT 3250 – Monitoring, Inventory, and Assessment of Plant Communities)	Non-Governmental Organization and Nonprofit Studies (ANTH 2190 – Non-Governmental Organizations in Context)	Policy Studies (POST 2200 – Collective Power: Taking Action on Public Issues)
			Initiate a partnership with an international environmentalist to assist with assessing their biodiversity within an urban ecosystem	Communicate the value and contributions of NGOs and non-profits on a global scale	Illustrate the impact of international partnerships to address domestic policy crises

UN-SDGs-Sample-PLO-and-CLOs-2 Download

Need Support?

If you are considering incorporating the UN SDGs into your course and/or program, and would like to look at your PLOs and CLOs, please feel free to reach out to tlprogsupport@kpu.ca for support from the Teaching & Learning Commons.

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