Beginning another semester always draws our focus to the tools of teaching. Things like the syllabus, the text, our learning experiences, and the course learning objectives. Good learning outcomes are a helpful reminder for us and our students. I challenge students to use the daily learning objectives as a tool to measure their learning. Using Linda Nilson's suggestions in her book Creating Self-Regulated Learners (BRCC Library LB1060 .N55 2013) helps us to understand how we can facilitate life-long learning habits in our students. Inside Higher Ed has a good article today written by Cathy Davidson about learning outcomes and the path that a senior faculty members takes as she tries to understand (in her own words) "what we require, how we organize knowledge, how we facilitate learning and what we hope our students will gain from what they learn." It is a terrific starting point to help us decide what it is we will truly focus on during that precious class time (or synchronous instruction time in our elearning courses). As our students move through the material we teach, how will they themselves know when they have truly learned something? Ms. Davidson concludes the article with samples of what she has come to determine to be good learning objectives. One of her aspirational learning objectives is, "Form an appreciation of the importance of critical and creative thinking and problem-solving and use these to guide my future life and work." A good standard for all of us to use I think.